…we would not be discussing what kids can’t do in our library.

TechUseAgreement

We’d be talking about how to facilitate, among other web2.0 strategies, student exploration of the following emerging trends;

• Gaming – World of Warcraft broke the 10,000,000 user mark – a year ago. Kids ARE gaming!
• Virtual Worlds –Virtual worlds like Second Life may soon become pervasive. An AUP should  acknowledge this.
• S/W Downloads – we need better guidelines for downloading – what, when, how, to where?
• Streaming Media – better guidelines on use (when, where, how – e.g. using headphones, etc)
• Cloud computing and the Symantic Web (related to the above, but broader in scope as everything begins to reside on the “cloud” and as “smart objects” become ubiguitous) – the Horizon Report, 2009

Unfortunately, it’s not a perfect world. In the first place, all of the above require access to bandwidth that we just do not have at this time in Thailand. Even in the US, a Neilsen News report on April 13 that Streaming video had increased by 40% in one year was followed shortly by news of bandwidth caps by big internet providers. “Capping”, is, of course, a relative term. 250 GB of data/month (equivalent of 120 full-length movies or 65,000 songs) seems a lot in an environment where real download speeds are measured in 2-digit KILOBYTES/second rather the the 1-2 megabytes/second Thai home users typically pay for.

Even at our school, where we have something like 40 megabytes/second, it still often takes several seconds for a static page to stream in, and streaming video is often broken up with pauses for buffering.  Allowing students to explore the new technologies with no limits is simply not a practical option at this time.

And then there’s the issue of teen decision-making skills.  We greet around 1200 visitors in a typical day in our main library, and 50-60% of these borrow a wireless laptop for use during their visit. We have 150 chairs in 7 discrete seating areas dispersed over 700 square meters on two floors. Realistically, we simply are not aware of what most students do with the computers most of the time. In this environment, and in consideration of others rights to a “quiet, productive workplace” environment, we feel it incumbent on us to provide guidance in what uses of the area, and the the technology being used in it, are in keeping with this objective. A “Technology Use Agreement” that students sign off on, help us all stay on the same page regarding appropriate use.

Coming out of this course, we have a Proposed new HS Acceptable Use Policy. Since it has not yet been adopted for officila use by the school, we feel we still need a document to help us manage technology use in the Main Library.

Our final cut at a “Technology Use Agreement” for ISB’s Main LIbrary may be construed as focussing on prohibition rather than entitlement, but in our defence, we have attempted to open the doors to new and creative explorative options not available in our existing agreement. Rather than specifically prohibiting gaming, etc, for example, we suggest that students seek permission to engage in activities outside of the normal scope of online activity.

In our prohibitive rather than entitling stance, we are not alone. In the litiginous United States, AUPs can be even more rife with legal jargon and limitation. An example from DadeSchools in Florida is a case in point. This document specifically focusses on limitations and prohibitions, and regularly references School Board Policy which in each instance is a case-study in legal jargon. It, like many AUP’s still out there, could be seen as a document with a built-in self-fulfilling prophecy for failure. Few users are going to plow through the intricacies and exhortations to determine what really can and can’t be done with the tools it references.

We should count our blessings that for the moment, at least, we feel we can cover the ground in our Main LIbrary with a relatively benign, single page isb-technology-use-agreement-final-120509

Of course, the fact that we have not fundamentally changed the Use Agreement we have had in place since the adoption of wireless laptops suggests that should the environment change in the near future, we should – make that we must – revisit the question again.

Perhaps in that newly renovated “Learning Commons” we are working toward, we WILL be able to enable and promote the many creative and innovative ways in which kids could use the technology.

Amen to that…

We’ve done our background research and the title, of course, begs the question;

• Where do we begin the real work of changing what we are into what we should be?
• Who should we involve in the process – and how should we use their input?
• After building a “state-of-the art” facility that didn’t anticipate the web, and spending years gathering “stuff”, how do we birth the creative workplace Web2.0 makes possible?

In other words, “What does a “next-gen” school library look like?

This media file is in the public domain in the United States. This applies to U.S. works where the copyright has expired, often because its first publication occurred prior to January 1, 1923.

Thanks to Michael Stephens for showing a way to start.  in his “Ten Trends” post, and before that, in his Nov,2008 post to the ALA TechSource Michael gives the nod to Dr. Carol M. Rose and Liz Wilkinson in his summary of “The Value of the Commons“, which;

• Makes connections.
• Puts students at the center
• Is built with student involvement.
• Is a welcoming, useful gathering place.
• Is a relevant, required space on campus.

Michael expands in the “What does this mean for libraries”, sections, suggesting that we, “Investigate what it means to offer a space that feels like “home” where access and information is unimpeded.”

Here’s are some of the things at ISB that help some of us feel “at home”;

• The MS Librarian and I greet first arrivals at 7:00 am each morning and one of us is usually here until closing at 4:30, by which time we’re down to a handful of patrons. Few are turned away.
• All library laptop browsers launch to our MS and HS library blogs, giving patrons “1-click” access to library tools.
• With 12 walkup and”quick-access” desktops, 24 wireless laptops at the circ desk, 24 in our Seminar Room and 24 on wheeled carts, we’re well supplied with wireless laptop access for all.
• Our desks are “on the floor” (MS in the MS teaching area, (HS) in the common “Pit” area). Although we spend time at our desks through the day, we’re easily accessible to all patrons.
• We play classical, Jazz or New Age music during quiet periods throughout the day. Although some call it “elevator music”, feedback is, on the whole, positive.
• Although stymied in replacing worn soft seating for the moment, we have consolidated remaining bits in the “Pit”, along with tables for 4 with centered reading lamps.
• We’ve retreaded HS Fiction Genres collections, with key genres (e.g. Fantastic Fiction) having stack “alcoves” for easy access and browsing/selection.
• We relocated our ‘800’s (literature) NF collection to the Library Pit, where it complements the reading tables and reinforces this area’s ambiance.
• We have a support staff of seven wonderful, approachable and very capable “ambassadors from the land of smiles” to guide and assist patrons when librarians are otherwise occupied.

Areas where we can improve;

• Post daily thoughts or updates on the library blog; something timely and relevant
• Have more student work displayed in the area, and more often. In recent times, we’ve fallen back on permanent/static displays. There’s always new work we can promote here.
• Back off a bit on the “quiet productive workplace” atmosphere. Student collaborations need space to share! Now I use a visual cue (hands spread to indicate intimate speaking distance) to show voices carrying too far. This gets smiles/apologies rather than pushback to a “Shush”.
• Find ways around the constraints of the “four chairs at rectangular table” seating model impressed on us by non-educator budget controllers.
• Change our stance on refreshments in the area?
• Add more independent task lighting to create additional personal spaces.
• Be more creative ourselves in our “office” space on the floor (more dynamic images, displays and seating arrangements, more evidence of “web2.0″ thinking. e.g. less paper ).
• Be open to any and all new ways to enhance collections, programs and spaces for maximum relevance to evolving student needs.

And once we’ve accomplished all this, what’ll we do this afternoon?…:)

I stepped off the merry-go-round for a month, to spend time with family, reconnect with my “roots” in Canada – and to just savor introducing my eighteen-month old son to family and Christmas traditions I hope he’ll come to value. It wasn’t entirely intentional, but the dial-up account  at my parents’ home in Canada was just no longer up to the task. Even webmail was painfully slow, and web pages poured in at glacial speed, while video was basically inaccessible.  And then I got back and found that two weeks had slipped by without my getting back online. Now I’m really playing catch-up…

I spent much of the fall semester exploring  new technologies encountered at Learning2.0 in Shanghai and had striven to bring new interactivity to our work in ISB’s Main Library.  Returning from Shanghai in September, I had;

• tinkered with our library blog (adding a couple of social networking options – Flickr feed, promotional title carousel, etc.)
• launched a Student Writers’ Ning and tried to establish a Skype-video collaboration with student writers in Shanghai. Weekly f2f sessions between student writers at ISB and Shekou were to present students with new opportunities for personal expression, to promote interest in personal writing projects and to provide writers with external feedback from outside our closed community.
• added a “Gamers” section to my HS Library Club (”Gutenberg’s Intent”) and invited MMORPGers to help me learn about Halo, WOW and the other games they’d rather play than work…
• worked through an entry-level launch of our new online catalog (Follett’s Destiny, complete with Webpath Express and OneSearch, with one-stop access to 6 research databases)
• helped prep our “Library Review” committee with background reading to our Main Library review, with key readings from Johnson, Stephens, Todd, Valenza and others currently leading the field.
• worked at enhancing student interest in library research by buttressing sessions on subscription research tools with Delicious tagging and YouTube Videos (“Guybrarian” – listed 2004, actually 2005, & due for an update)
• Joined Twitter to connect to like-minded librarians. My Twitter name’s rubisr – the same that I use for most public log-ons.
• Updated my Second Life account, tweaked my avatar (he still looks like a ’60s dropout, but he’s all mine! – “Sonof Smadga”, if you’re in SL), and joined Chris Smith in a virtual round-table discussion on the state – and the future – of libraries, with Doug Johnson and Diane McKenzie.

In spite of best intentions, though, I was feeling, at semester’s end, farther than ever from achieving a balance between what’s possible and what’s practical in a real-world school library setting. I was less than enthralled with the real change brought about by any of my fall efforts. Specifically;

• we haven’t really moved our blog forward in terms of functionality, and apparently not really captured student interest with it. A library walkthrough reveals continued prevalence of Google, Wikipedia, games and and social networking sites.
• the challenges of flaky bandwidth, grainy webcams, and, frankly, sketchy goals have brought the Skype-video project to an indefinite hiatus. The Ning has garnered no new postings since November. Several of my student writers claim they’re working on material – but the Ning’s not what they need at this point, and the Skype sessions just seemed to have no purpose.
• In spite of enhanced catalog functionality (TitlePeek adds a Google look; WebPath Express links to focused websites), we haven’t seen a change in student propensity for Googling through assignments.
• Although the social tagging power of Delicious and YouTube is seductive, the research “course of least resistance” is still prevalent in both students – and in teachers. Truth is that a simple Google search still points researchers to adequate resources to meet most assignment needs.
• My Twitter account has languished – no, it’s truly moribund. I haven’t posted since November. I still have 13 “followers” – but they just haven’t gotten around to dumping me yet.
• Since stumbling through a virtual seminar on SL, where bandwidth limitations reduced my avatar to a shambling caricature, I haven’t been back. I’m intrigued with Second Life, and all virtual worlds – but realistically, at least from my vantage point in the rice-paddies outside Bangkok, it’s not really there yet.

And so, it’s time to rethink where I’m going with both my efforts to infuse new approaches into our library program, and whether I’m still obsessing over “stuff” (a la Ross Todd, 2008) rather than truly introducing transformational ideas that will connect with kids’ interests and needs.

In the month I was away from RSS feeds and daily blogs, the world has continued to climb that ever-steepening curve of technological evolution tied to educational innovation. Glancing over the Blue Skunk blog, the Never-ending Search, and Tame the Web, to name just a few, suggests that if I had my work cut out for my last semester, I’m now faced with a task of Herculean proportions.  My first inclination, honestly, was too simply say, “There’s no way. It’s just too much.”  But hey, what’s that saying about a journey of a thousand miles begins with a single step?

As part of our efforts at ISB to institutionalize (dangerous word, but I think it fits in the purest sense) thinking about learning, we’ve launched a new series of graduate courses leading to either a Masters Degree or a Certificate on Educational Technology and Informational Literacy. One of our first assignments was to develop a blog, and to link it to the online course framework. This is going to be it.

Michael Stephens’ post on “Ten Trends and Technologies for 2009″ looks like a great place to start, particularly with the nuggets he’s embedded in the “What does this mean for libraries?” notes. A few of these include:

• Investigate what it means to offer a space that feels like “home” where access and information is unimpeded (the Value of the Commons)
• It’s not the library blog or wiki, or Bookspace, or GoodReads, or Meebo embedded librarian on the results page, it’s people…and connections…it’s about meeting people where they live and providing them with the services they need or want. It’s about encouraging them (The Care and Nurturing of the Tribe)
• people want to feel connected and welcome. The want to feel that a space – physical or virtual – that they spend time in – belongs to them (The Importance of Personalization)
• make things easy and useful…Use failures as learning moments to influence the next plan or service. Failure is cool if it doesn’t prevent you from moving forward (The Shift toward Open Thinking)

And so – with those exhortation to guide me, it’s back to the fray!

A little belatedly – Welcome to 2009! (or Gung Hoy Fat Choi, for the internationally inclined)

Rob

…Life

My internet connection was flakey, my avatar could barely move, and I spent ten minutes getting my microphone turned on and adjusted, but in the end, it was a successful first foray in “virtual” networking. About a dozen intrepid “Second Lifers” met Doug Johnson (Blue Skunk) and Dianne McKenzie (HK) to chat about our current library situations, review and redesign thoughts, and the future in general.

There are really deep implications for the future of libraries, and of learning in general, here. As soon as I get my head around some of them, I’ll write a post about it. For now, I’m guessing that Doug will write something about the experience, and I’ll look to him for the words of wisdom.

But it IS the wave of the future – for those of us in the “wired” world, at least. It can only get better….

…from the ground up.

Having assembled a team of “lay-teachers” to engage in a systematic review of our Main Library programs, collections, services, staffing, and, ultimately, facility, we decided we should provide members with a basic starting point. For our next meeting, all members are asked to read three pieces (listed below as well), and then each committee member will be assigned one of the following to read, annotate, and share understandings and insights from with the group at our next (half-day) meeting.

What “big-picture issues have we missed – understanding that we have not yet begun to get into the Nuts ‘n Bolts of what happens day by day in a contemporary school library – and what should happen there… rjr

ISB Main Library

Fa     Facilities Review – Internal Audit

R  Recommended Reading List: (NOT in approved MLA format, but note-referenced and numbered for reader referral. Downloadble free access (as of 16/10/08) websites listed)

A. Information Access/Use Trends and Technologies

3

1. The Horizon Report 2008 edition. A collaboration between New Media Consortium and Educause Learning Initiative.. http://www.nmc.org/pdf/2008-Horizon-Report.pdf

2. Harper, Meghan, and Jason Holmes. The Impact of Ubiquitous Computing on Library Facilities. ALA. http://www.lita.org/ala/mgrps/divs/aasl/aaslpubsandjournals/kqweb/kqarchives/volume35/353/353harperholmes.cfm

3. Stephens, Michael. Web 2.0 & Libraries, Part 2: Trends & Technologies. Library Technology Reports . ALA September–October 2007 . 2007 (PDF file obtained directly from the author. Request from R. Rubis at rubisr@isb.ac.th)

B. Social Networking Tools & Implications for Libraries

1. Aronson, Marc. Do Books Still Matter? School Library Journal. 4/1/2007. http://www.schoollibraryjournal.com/article/CA6430154.html

2. Friese, Elizabeth E.G. Popular Culture in the School Library: Enhancing Literacies Traditional and New. Vol. 14, No. 2. School Libraries Worldwide. July, 2008. http://asselindoiron.pbwiki.com/SLE+14%3A2+Friese

3. Naslund, Jo-Anne & Dean Giustini. Towards School Library 2.0: An Overview of Social Software Tools for Teacher-Librarians. School Libraries Worldwide. July, 2007. http://asselindoiron.pbwiki.com/SLW+14%3A2+Nasland+and+Giustini

4. Stephens, Michael. Web2.0 & Libraries. Chapter 1. Exploring Web2.0 and Libraries. Library Technology Reports . ALA September–October 2007 (PDF file obtained directly from the author. Request from R. Rubis at rubisr@isb.ac.th)

C. Teaching/Learning Pedagogy and Standards

1. Standards for the 21^st Century Learner in Action. Draft 2. American Association of School Libraries Draft 2 (AASL) Sections available as individual downloads 2008.http://www.lita.org/ala/mgrps/divs/aasl/aaslproftools/standardsinaction/standardsinaction.cfm

2. Lewis, David W. A Strategy for Academic Libraries in the First Quarter oof the 21^st Century. College and Research Libraries. Sept. 2007.

3. Novotny, . I Don’t Think, I Click: a Protocol Analysis Study of the Use of a Library Online Catalog in the Internet Age. College & Research Libraries Nov. 2004. http://www.ala.org/ala/mgrps/divs/acrl/publications/crljournal/2004/november/Novotny.pdf

4. Valenza, Joyce Kasman. A Few New Things. Library Media Connection. blog post at; http://www.schoollibraryjournal.com/blog/1340000334/post/760015876.html pdf; http://www.linworth.com/pdf/lmc/reviews_and_articles/featured_articles/Valenza_April_May2008.pdf

D. Facilities Design

1. Abilock, Debbie, ed. KQWeb. Facility Dreams. Knowledge Quest on the Web. ALA.. http://www.lita.org/ala/mgrps/divs/aasl/aaslpubsandjournals/kqweb/kqarchives/volume31/311Abilock.cfm

2. Johnson, Doug. Some design considerations. Originally published as “Questions to Ask When Building or Remodeling a New Media Center”) ERIC ED425609, Jan 1, 1998. http://www.doug-johnson.com/dougwri/some-design-considerations.html

3. Myerberg, Henry. School Libraries: A Design Recipe for the Future. ALA http://www.lita.org/ala/mgrps/divs/aasl/aaslpubsandjournals/kqweb/kqarchives/volume31/311myerberg.cfm

4. Woodward, Jeannette. Human Error. When Good Intentions meet bad planning, library users pay the price. American Libraries, April 2007. http://windriverconsulting.com/files/0407_Feature_Woodward.pdf

For Further Reading:

ALA Annotated Bibliography on Building Libraries and Additions: http://www.ala.org/Template.cfm?Section=Library_Fact_Sheets&Template=/ContentManagement/ContentDisplay.cfm&ContentID=25417

ALA Information Literacy Links – http://www.lita.org/aasltemplate.cfm?section=aaslinfolit

School Libraries Worldwide., Volume 14, Number 2, July 2008 file:///C:/Documents%20and%20Settings/rubisr/Desktop/LibReview%20Readings1008/Pair-Share/School%20Libraries%20WorldWide%20Volume%2014,%20Number%202%20-%20July%202008.htm

Library Blogs worth Browsing:

Blue Skunk Blog – Doug Johnson. Author Bio; Doug Johnson has been the Director of Media and Technology for the Mankato (MN) Public Schools since 1991 and has served as an adjunct faculty member of Minnesota State University since 1990. http://doug-johnson.squarespace.com/blue-skunk-blog/

Infomancy – Christopher Harris – http://schoolof.info/infomancy/ Author Bio: Christopher Harris, leader of a School Library System in New York. Currently working on MLS… from a background in elementary teaching and instructional technology… These are my personal rambling thoughts from a different perspective on libraries, and do not reflect any position of my place of employment. I can be reached at infomancy@gmail.com.

NeverEndingSearch – Joyce Valenza – now hosted at School Library Journal. Author Bio: Joyce is the teacher-librarian at Springfield Township High School, a technology writer, and a doctoral candidate in the Interdisciplinary Doctoral Program at UNT’s School of Library and Information Science. http://www.schoollibraryjournal.com/blog/1340000334.html

Tame the Web – Michael Stephens. Author Bio: Michael Stephens, Ph.D., is currently Assistant Professor in the Graduate School of Library and Information Science at Dominican University in River Forest, Illinois. http://tametheweb.com/

TeacherLibrarian Ning – (not a blog, but a social network created by Joyce Valenza to link librarians and explore Library2.0 issues. http://teacherlibrarian.ning.com/