Design Thinking for Libraries: A Toolkit for Patron-Centered Design

DeFrancesco, Joe

ID

Ideo. (2015). Design Thinking for Libraries: A Toolkit for Patron-Centered Design. Retrieved https://drive.google.com/drive/folders/0B6FE-lUcg9AuVVh3a3NCRnVPNFk

This 17 page toolkit will be a valuable resource for any library and its’ staff that wants to deliver patron-centered design service offerings. This guide will give you a quick primer on design thinking for libraries. Using this design thinking platform in combination with an inquiry approach to service offerings at you library will enhance your reputation as a true resource.

Early literacy programs in public libraries: best practice

DeFrancesco, Joe

ET

Campbell-Hicks, R. (2016). Early literacy programs in public libraries: best practice. The Australian Library Journal. Retrieved https://www.tandfonline.com/doi/full/10.1080/00049670.2016.1121770

This article hwill help you create early literacy programs in the public library by learning best practices of other public libraries that played a role by reaching out into the community, providing a variety of programs, working intergenerationally and developing a culture of reading.

 

Public Libraries: A Vital Space for Family Engagement

DeFrancesco, Joe

CA

Lopez, E. Caspe, M. MCWILLIAMS, L. (2016). PUBLIC LIBRARIES: A Vital Space for Family Engagement. Harvard Family Research Project. Public Library Association. Retrieved http://www.ala.org/pla/sites/ala.org.pla/files/content/initiatives/familyengagement/Public-Libraries-A-Vital-Space-for-Family-Engagement_HFRP-PLA_August-2-2016.pdf

This Harvard Family Research Project will highlight how the Public Library is a vital space for family engagement.  Family engagement is a shared responsibility and this 26 page detailed report will enhance your skill sets associated with becoming a public librarian that is viewed as a great resource to the community it serves.

Limitless Libraries: The Benefits of Connecting School + Public Libraries

DeFrancesco, Joe

CO

Barney, A. (2018). Limitless Libraries: The Benefits of Connecting School + Public Libraries. Follett Community News Webinar. Retrieved from https://event.on24.com/eventRegistration/console/EventConsoleApollo.jsp?&eventid=1624283&sessionid=1&username=&partnerref=&format=fhaudio&mobile=false&flashsupportedmobiledevice=false&helpcenter=false&key=07B6EE0CA58D4988437B7551ADE7F635&text_language_id=en&playerwidth=1000&playerheight=650&overwritelobby=y&eventuserid=205654513&contenttype=A&mediametricsessionid=168002601&mediametricid=2323804&usercd=205654513&mode=launch

This one-hour video is jammed pack with ideas how School and Public libraries can collaborate with a school system.  Limitless Libraries removes the fear associated with developing a relationship while enhancing trust between Public Libraries and School Systems.  There are to many best practice behaviors to list.  If you are interested in developing a common goal or goals between a school system and their librarians with the public library and their staff then this video is for you from limitless libraries.

The Six Must-Have Elements Of High Quality Project-Based Learning

McLaughlin, Gretchen

ET

Schwartz, K. (2018, February 23). The Six Must-Have Elements Of High Quality Project-Based Learning | MindShift | KQED News. Retrieved March 06, 2018, from

https://ww2.kqed.org/mindshift/2018/02/22/the-six-must-have-elements-of-high-quality-

project-based-learning/

Katrina Schwartz acknowledges that teachers’ interests in Project-based Learning (PBL) has “exploded” in recent years.  However, Bob Lenze from the Buck Institute for Education argues that educators often misunderstand PBL, particularly what makes a project meaningful. In response, the Buck Institute collected a team of teachers, education leaders, policy groups, Buck representatives, and international stakeholders to design “A Framework for High Quality Project Based Learning” to be released March 2018.  To structure a PBL for students, the endeavor must include intellectual challenge and accomplishment; authenticity; a public product; collaboration; project management; and reflection.  It is important to note that the framework describes what student learning looks like rather than a focus on what teachers are doing. Also noteworthy is the Buck Institute stresses that a PBL be connected to the Standards and be intellectually challenging.  I believe these PBLs are most meaningful for teaching and learning with respect to the culture of testing in public schools. A teacher can “kill two birds with one stone” if she designs and supports learning with fidelity to the Framework.

 

ESSA: An opportunity for school library funding.

McLaughlin, Gretchen

CA

Johns, S., & Kachel, D. (2017).  ESSA: An opportunity for school library funding.  Teacher Librarian, (44)4, 8.  

 

Authors Johns and Kachel stress the importance of school librarians and their advocates working locally in the assurance that library programs/resources receive federal funding from the Every Child Succeeds Act (ESSA) 2015.  Because libraries are now legally acknowledged as “specialized instructional support personnel,” it is imperative that students have equitable access to school libraries. In response, the American Association of School Librarians has published a position statement of what constitutes an effective library program, with an emphasis on the role of the library as an instructional program.  This program includes the teaching of every student and collaborating with every teacher, as well as curating digital resources in the content areas. Teacher librarians must also secure funding that may help them provide supplemental instruction in digital literacy, content-specific blended learning experiences, and personalized learning endeavors. The teacher-librarian, as a specialized instructional support person, has the power to enrich the learning experiences of all students, thus it is important to organize and secure grants at the district level.  Library programs can be eligible for the following federal grants: Title 1, Literacy Education for All, Results for the Nation (LEARN); Innovative Approaches to Literacy (IAL); and Student Support and Academic Enrichment Grants. To assist in advocacy, the AASL provides several resources including talking points and elevator speeches. I agree with the authors who stress the importance of understanding the language of ESSA in order to organize a local strategic funding committee. Most importantly, teacher-librarians must be vocal advocates about the library being at the center of teaching and learning in schools in order to secure a portion of the ESSA funding.

 

Theories of Learning and Computer-Mediated Instructional Technologies

Lopez, Carrie

ET

Hung, D. (2001). Theories of Learning and Computer-Mediated Instructional Technologies. Educational Media International, 38(4), 281-287. doi:10.1080/09523980110105114. http://woulibrary.wou.edu.my/weko/eed502/Theories_of_Learning_and_CMI_Technologies.pdf

Explains different educational theories and argues that there is a place for all theories in educational practice. I appreciated this article, as I often feel that new theories are presented as “this NEW theory is the right one!” and I have often felt that there really is a little bit of all of the theories I have studied in my classroom everyday. So, I appreciated this article reinforcing what I experience.