Question was:
Considering some fairly drastic changes, I'd love to hear from anyone
who has:
1.Seriously weeded nonfiction & reference with an eye to what is
available on the Internet.
2.Given up floor space, shelf space, table space to put in a computer
lab.
3.Other things I haven't thought of to be seen as adjusting the library
for the 21st century.
Looks like we are being given a reprieve. In the last 2 months, our
district TL's were first eliminated, then brought back to 50%, now with
furlough days pending approval, probably restored to full time for at
least next year. Looking for what we can do to be seen as relevant, even
indispensable. I know it's more activities and services than furniture,
but furniture is noticeable & might get attention.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
++++++
Answers:
We have given up office space for the work based learning program and
career center. We have a constant flow of students in and out for work
based learning issues, who also use the library. I've collaborated
frequently with the WBL teacher on lessons.
We also have a special collection of college and career materials here
in the library. They are not utilized often, so a goal for next year is
promotion of those items.
We also have been planning some parent evenings for next year. Those
will be multi purpose--introduce parents to our state databases and more
effective search techniques, showcase some student work, discuss
Internet safety to meet federal requirements.
We have 36 computers for student use as well.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
++++++
We have done that K-12. Reference is used in our middle school, very
rarely in elem. and high school. We purchased a lot of print
reference for the high school 4 years ago when we built a new media
center and had huge budgets. There was also a lot of community support
and interest in improving the collection. It has turned out to be a
mistake to purchase the print reference.
This is a must. All of our school media centers (6 for K-4, one for 5-8,
one for 9-12) have had computer labs for years. I can honestly say that
the middle school and high school media centers especially high school,
would be very, very quiet without those labs. Those 2 schools each have
3 labs and they are part of the media center, not adjacent or in an
enclosed room. Without the labs very few teachers would ever use the
media center. When I worked at middle school we did a lot of
print/electronic projects. In other words, students used multiple
formats and resources simultaneously. Good luck with the "reprieve,"
It sounds like a great opportunity to "become indispensable." Making
changes such as the topics you mentioned really can make a huge
difference in perception and how students use the media center.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
I am so glad to hear that your job is, for the moment, safe!
Please let me begin by saying that I am a book-passionate librarian and
academic. I am also a research-skills specialist, who focuses (by client
desire) very strongly on online research, especially on the open Web
(you know, the free part, where "everything is anyway").
My suggestion would be to get really, really good at online research and
at teaching how to do it. When you can speak intelligently about this
process, lots of scared teachers and administrators (who feel like they
are drinking from a fire hose with the Internet, but are attracted to
the *free-ness* and instantaneous nature of it all) look up to you.
What I have discovered through my work is that everyone is scared of
online research, and very few people know how to do it right. High
school students tell me that their teachers' full guidance is "use the
Internet, but don't use bad sources or Wikipedia," and then let tell
them to get going. I also find that a lot of school librarians still
approach electronic research in a very old-school way, which prevents
them from speaking meaningfully to students and
tech-loving/terrified/flavor-of-the-day administrators. But start
pointing out to teachers how advanced Google search options (filetype:
and site: and number range search) fit their class prep needs, and start
understanding that kids are substituting page background color for
authority because they don't see any option ( "How did I pick to use
this page? Well, I like pink...."), that all the arguments over
Wikipedia leave kids confused and make them reject adult opinions About
online research, and so on. Learn to talk about research from kids'
eyes, and teachers' eyes, out.
You will find that what becomes the simplest premises are totally new
and "wow" to the people around you. I recently gave a parent ed talk at
a local school for gifted kids just near Silicon Valley. Parents there
work for Google. One of them was in the room--over a decade ago--at the
meeting that decided that what we do on the Internet would be called
"search" (as opposed to "find," etc.). These are highly intelligent,
interested, and savvy adults, and what they seemed most impressed by in
my talk was that I said that before you plug words into Google you
should stop and think about what you are doing. That was, as one said:
"something that should be totally obvious, but I never really *thought*
about it! I'm going to try it!"
I am not intimating that all research is Google, I am saying start where
other people start, and push from there. To me, in certain circumstances
a truly successful and well-run Google search on an academic topic is
one that leads the student (or adult) to build a reading list to pursue
(and to feel excited about). Sometimes, those sources can be found free
online (Google Books can be used to access rare materials and check if a
book is going to be helpful and comprehensible to that student), and
sometimes they will require moving to an offline book or proprietary
database. But the Web experience helps frame the other parts of the
research process, and helps students target their whole process so that
it can be more effective, satisfying, and efficient.
Finally, I'd say get to know your technology specialists, and work hard
to coordinate with her/him. Reach out, be open, look for ways to
collaborate. I don't know how comfortable you are--technologically
speaking--but I think that looking open minded and willing to build
strong partnerships goes a long way to compensating for any areas of in
which you do not personally feel strong.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
I have done all of these things. Most reference books were just sitting
there gathering dust. I moved many to non-fiction, and discarded many
more. I now teach use of databases and ebooks, how to evaluate web
sites, how to search google effectively, and the like, in lieu of more
traditional approaches to research. Even I have trouble telling kids to
use a book, which means 1 student at a time, when they can all access
the same ebook at the same time. I continue to buy lots of books -
manga, current YA novels, non-fiction on topics of interest (soccer,
urban myths, muscle cars,etc.), magazines of interest to my clients - in
a word, anything to keep them reading. I think we stay relevant or die.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
This is only my first year in this position, but I am fortunate to be
the only certified librarian for our tiny school system which consists
of our 3 schools. This keeps my job secure, but did not make me exempt
from teaching new classes next year in addition to running the
middle/high school library.
My library has a computer lab in it with 32 computers. It takes up a
third of the library. I have been busy this year weeding and
rejuvenating the fiction collection so that students want to come to the
library to check out books. I am now weeding the nonfiction and
reference sections. I feel like I could almost throw it all away since
the majority of my reference and non-fiction books have a copyright of
1950 or before. I am using money from my periodical budget for online
subscriptions to databases instead of replacing reference materials. I
am doing my best to promote my services as well as my collection and lab
to the staff. I want them to wonder how they ever made it without me!
It is a daunting task, but I am converting staff members one at a time.
I have the middle school staff on board and am moving on to the high
school teachers next year! I am also completely changing around the
library this summer to help shake things up and give it a new look. I'm
converting one of my back rooms into a media production room instead of
just a room with my desk and the Channel One equipment.
Stay the course: we ARE indispensable! We have to be flexible and
innovative in our thought processes and be willing to help meet needs
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
I did a serious weed this year and really got rid of outdated technology
and medical books. With great Internet websites and databases, it's
simply a waste of shelf space and money.
Also, we have 17 computers now and by next year will have 30--we had to
move shelves. It is our desire to be able to see a full class ON
computers and using the whiteboard if needed. We have only one computer
lab in the school and added this one to help out.
We will still see classes and use books, of course.
Buy flip video cameras and all the new technology you can to help
students produce projects. If you know more about technology than anyone
in the building, your job is safe and the library is safe.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
We have weeded with an eye to availability of information on the
internet, but also maintaining some reference, etc for times when
classes cannot schedule time in the library. We still do a little bit
of "a la cart."
Our library was added in 2005 and since then we have made room for 2
computer lab areas without any loss of tables, just reallocation of
space.
Indispensable: For the past few years I have been creating web pages
for teachers/classes on very specific topics -- highlighting what
subscription databases we have available. This has become less
necessary (but not eliminated) as we have added subscription databases.
Goal: to move students to non-Google resources and to demonstrate
website evaluation. Who else would create cross-curricular access to a
variety of resources?
Indispensable: Selection of subscription databases and other resources.
We just added Gale's Global Issues in Context. The sales rep approached
me, as librarian, not staff of particular curriculum areas. Students
and staff are finding the database very useful. Who else would have
evaluated the need and advocated for the purchase of this "knowledge
portal?"
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Streaming thought:
It is very suitable for libraries to become not only a center for
information, but also communication and media production. Use your
library space for related classes in media production. Try not to
reduce your library into just a computer lab and books. Use laptops and
avoid hard wiring. A flexible space is always used more and for
different things. Also, get your Xerox machines out of the principal's
office and into an accessible back room in your library. That's sound
administrative management. Unburden the principal's office so they can
concentrate on more important things. Communicate to the community
through video over the internet - BOE meetings and other things. Make
sure you have a very good web site. Invite the BOE to meet in your
library and learn how to set up meetings as in hotels and conference
centers. Make those meetings available on-demand over the internet.
Get a coffee machine and have a place just for staff. Many libraries
resist welcoming related functions and find their comfort zone is only
with books - and that's great if your district desires that - you may
however paint yourself into a corner. If we all work to widen our
horizons that would be good for the school and the students - not to
mention our jobs.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
I took over the student text book as part of the library circulation.
Now the administration sees more what goes on in the library, as I can
print overdue notices per day for the admin when they need it. I also
eliminated a lot of paperwork that they did, and they are grateful. One
of the assistant principals said that the library and librarians are now
indispensable.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Seems to me your thinking is generally on target. Making available as
much as possible in digital format is good. Ebooks are important, both
text and audio. They need to be marketed. Get the students excited.
Providing added computer access is good (can you support this - money to
purchase, network connections or wireless). How do you make the
students want to come use your computers? Message "This is a great place
to hang out" Can you provide them value added service?
Weeding is always necessary. Anything that looks like it is old and
musty should go unless it is priceless for some reason. I have advocated
mean and lean collections for some time. In nonfiction, with some
exceptions, 10 years is old.
Marketing services is going to be a key. Think how often the commercial
world advertises. You have to keep hitting them with the messages. Every
day, in many ways. Different messages for different groups.
Be physically there too, let the students see you outside the media
center, always be ready to deliver a verbal message to them. Go to your
teachers - don't wait for them to come to you. Take good news to the
principal, bring him solutions rather than problems.
Don't forget the "support" staff. You have something to offer to them
also.
Just like running for elected office, you will have to always be on
stage. The message is Here is why I am important in your life.
Good luck.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++
We gave up floor space for 24 student workstations long ago--hmm perhaps
15 years now??? Gave up a few tables too. I seriously weeded nonfiction
and reference 2 years ago, need to do more again. I do not purchase as
much nf as I used to. I concentrate on areas that get a lot of use for
assignments such as WWII and holocaust (gr. 9 paper), Presidents (Gr.
6), endangered animals (gr. 7 paper) etc.
Added digital cameras, card reader, data projector to be checked out to
classrooms, headphones & microphones for use with Audacity, PhotoStory,
etc.
Having the computers makes this library really a hub in the school. We
have a class using this space nearly every hour of every day. Whenever
an administrator wanders through and sees that many students, it makes
an impact.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++
The latter is essential. We've had computer labs in our library for
years. We are at a high school and work with the students on online
research, web based applications, databases and more!
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
I'm still stuck in library-land, but one great suggestion I had from my
principal is getting a nice, large touch screen computer and dedicating
to open only to the card catalog.
Kathy Bowman
Teacher Librarian
Poly High School
Riverside, CA
kbowman@rusd.k12.ca.us <mailto:kbowman@rusd.k12.ca.us>
"The love of learning, the sequestered nooks, And all the sweet serenity
of books." Henry Wadsworth Longfellow
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