Sure, Collete, let me try and explain.
Two things goin' on here:
1. "KIOSK-mode delivery. That just means that when workstations we
collectively call the online research center come up they immediately
open up to our library homepage in a special browser. All of the online
resources we use on a given project are linked directly to that page, so
this method of delivery lets us present kids with their information
options in an organized and consistent way. There's kind of an
information taxonomy at play there that (it's my chosen delusion anyway)
help kids start seeing online resources something more than big blob
called "The web." It also helps keep kids on task since the browser
displays only the library page and the stuff it links to. To some, it
sounds restrictive, but actually it presents zillions of options; it
just keeps kids from defaulting to the blunter tools they use at home
long enough to be exposed to "hidden web" information options they'd
never try out otherwise. And let's face it: you can talk your butt off
about what the best online choices are, but if your students skip right
past them without giving them a chance you might as well not even try.
Teaching fails, game over. Why do I think kiosk mode delivery works. Our
home-use database stats, a rep told me recently, are the best they've
seen. And that's the kiosk objective: getting kids to use new and
unfamiliar tools in-house long enough to seek them out at home.
The tool I use to tailor my kiosk is called Public Web Browser. (PWB)
It's a cheap, one-fee, annual license and the lead developer will
actually talk to you on the phone and work on tweaks for you. I reviewed
it in SLJ a while ago so, if you subscribe, you should be able to go to
SLJ.com and search for that article.
2. VIRTUAL DESKTOPS. Virtualization wasn't something I wanted; it's a
cost and energy savings expedient, at heart. (Again, read about it in
the upcoming Feb and March SLJ.) Virtual desktops, as I'm still
learning, can be delivered in a couple ways. The form of virtual desktop
applied in my facility is the hardware varient. A relatively cheap kit
splits a computer four ways (They can actually be split seven with two
kits) so, in our facility, 3 out of 4 kids online are working without a
dedicated computer. While the technology improves nothing, it did allow
us to double our workstations while cutting the actual amount of
computers in half. Again, using recycled monitors, keyboards and mice.
Jeffrey Hastings, Library Guy.
Highlander Way Middle School
Howell, Michigan
http://www.idiotica.com/cranium/librarysite/content/library.html
You can reply to shankhead at gmail dot com if you want.
-----Original Message-----
From: Colette Eason [mailto:ceason@dallasisd.org]
Sent: Friday, January 23, 2009 10:15 AM
To: Hastings, Jeff
Subject: Re: [LM_NET] One Change I'd Suggest: LIBRARY AS LOCOMOTIVE[Spam
score: 8%]
So Jeff,
From what I understand the 35 kiosks are not stand alone stations, but
are you using some of the Multiprocessor type computers? Where all the
kids have access to is the monitor, keyboard, and mouse? I am very
interested in how your systems works. Is the link the page on each
computer? How do you keep the user from going just anywhere? Or can
you besides regular filters? I guess I just need more information.
Thanks,
Colette
Colette D. Eason, Librarian
Marsalis ES
5640 S. Marsalis Ave.
Dallas, TX 75241
Box 317, TEA #183
Dallas ISD
ceason@dallasisd.org
972-749-3508
FAX 972-749-3501
http://library.dallasisd.org
You see, I don't believe libraries should be drab places where people
sit in silence, and that's been the main reason for our policy of
employing wild animals as librarians. ~~Monty Python
http://www.bartleby.com/65/se/Seuss-Dr.html
"Be who you are and say what you feel 'cause people who mind don't
matter, and people who matter don't mind."
Theodor Seuss Geisel
>>> "Hastings, Jeff" <HASTINGJ@HOWELLSCHOOLS.COM> 1/23/2009 8:34 AM
>>>
David: I like the list, mostly, but I have a point to to contest.
Consider this re #4: I don't have a computer "lab" associated with my
facility at all, but I have about 35 kiosks (non log-in) that serve up
our library website which, in turn, serves up all the online resources
for research projects we host. And they're all right on the library
floor, situated right alongside the print resources the kids also
employ
in those projects. It feels organic, you can multi-task and move
around,
spread out your physical resources, jot down notes...It works out
great
and I wouldn't have it any other way. And think of the positive
message
it sends to students, David. Kids see our electronic resources as just
another integrated part of our services. I have a teaching station
built
right in to one of the workgroups so when I introduce resources it's
done right there, literally, on the library floor. (Kids tend to sit
on
it while they're been briefed on sources.)
I'm telling you, rejecting the standard library lab attachment thing,
which I firmly had to do during our renovation because it's the
standard
architectural cliche, and asserting instead for integrated technology
was the best thing I could've done. I even had some network drops,
power
and recessed seating areas built into some of our low shelving so
people
could jack in portables just about anywhere. Now that we've got wifi,
the drops don't matter much but the power and workspaces are nice.
We have an eight-station dedicated catalog cluster as well. It's a
nice
situation.
Now I know a lot of people love their labs, I just ain't one of 'em.
While there are no doubt good labs and bad labs, I've found many to be
hot and difficult to teach in.
Lastly, while not yet an endangered species, I wouldn't buy stock in
the
future of the conventional desktop computer lab. I'd look for
computing
that crops up where the teaching happens, not computing that requires
the teaching to come to it.
Jeffrey Hastings
SLMS, Highlander Way Middle School,
Founder "LAL: Librarians Against Labs"
P.S. Additions? Something about signage and art, maybe. Like: I
definitely wish I had some larger digital signage. And helpful signage
in general is a big plus. I also think it's good to do some branding.
Establishing a name/logo for your facility and displaying it both on
brick and mortor and online helps make all your services stickier.
http://www.idiotica.com/cranium/librarysite/content/library.html
-----Original Message-----
From: School Library Media & Network Communications
[mailto:LM_NET@LISTSERV.SYR.EDU] On Behalf Of DiGregorio, David
Sent: Thursday, January 22, 2009 8:50 PM
To: LM_NET@LISTSERV.SYR.EDU
Subject: [LM_NET] LIBRARY AS LOCOMOTIVE[Spam score: 8%]
AS OPPOSED TO CABOOSE:
1. Good and qualified support staff
2. Central area of school where media of ALL kinds in
centralized
(to include main duplicating machines and Scantron machines in a well
lit room Kinkos style)
3. Limit fixed computers to OPAC kiosks, and other resource
specific non-log-on terminals
4. Computer lab in separate area, NOT in main part of library
5. Adequate budgets for books and equipment
6. Cable TV connections / distribution
7. Satellite Dish for added international channels
8. Wireless connectivity and laptops for lending
9. Stage area with lighting as a focal point
10. Central area of library clear of shelving and suitable to set up
for events / audience
11. TV studio and communications center of school
12. Large aquarium providing a relaxation area
13. Faculty only room with coffee machine, computers, large
conference table "Cyber - Cafe"
14. Inviting atmosphere for all
15. Excellent web site with good selection of on-line resources
16. The place to host important events / receptions
17. Display areas
18. Symmetry in design
19. Bright room
20. Comfortable seating but not too comfortable (collaborative
friendly round tables center pedestal)
21. Administration's favorite place to bring visitors
Care to add any points??
www.librarymedia.net
ddigregorio@tenafly.k12.nj.us
Tel. 201-816-6617
Cell. 201-696-8062
David Di Gregorio
Supervisor Library Media Services
Tenafly High School
19 Columbus Drive
Tenafly, NJ 07670
USA
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