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3.23.10 presentation to School Committee - CCHS Learning Commons

3.23.10 presentation to School Committee - CCHS Learning Commons

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  • What do you think of when you think of library? Books, shh, quiet study, right? In 2007-2008 the CCHS Library was a very traditional place. Students from 50 years ago would have found it familiar. All the best spaces were filled with books. Students had least desirable seating. There was one cramped area for a class to meet. Very traditional program focused on maintaining silence and individual study at all times.
  • As was very typical, library of 2007 valued books more than students. The space was dedicated to housing stuff, and it was holding student learning back. Book cases block light and best viewsSigns all over Reinforcing silent individual study as the only appropriate use The no food signs hadn’t worked. They snuck food in and messes were common. There were so many rules and punishments the library was a place of continual conflict.
  • Our global, information economy needs new skills Sources:Conferences, Professional Leaders, RSS Feed In order to make the shift, I needed a multi-pronged approach.
  • We needed to change ourselves. With the library staff and our Human Resources department we re-wrote all our job descriptions, focusing on student services and professional development. We went from having 3 generic assistant librarians to 3 specific areas of expertise. Reference Librarian changed to Student Services Specialist Clerical changed to Accounts Specialist Created the role of Media Production Specialist. Partnering with our local Cablecast company I was able to hire a professional videographer and independent documentary producer. She keeps our technology humming along, handles updates, and can provide advanced support for student digital and media projects. My job description was adapted to reflect that as a teacher my content area is information and media literacy, and the skills and technologies to support them. As Alan November suggests, I am redefining the role of Librarian as Information and Global Communication Specialist. We are rewriting the evaluation for my position this year. Our staff was totally re-energized and bought in with the changes. We became a very strong team focused on the students.
  • In 2007 the CCHS Library respected the books too much, and the students too little. Cleared space filling 2 20 foot containers of junk. The district had invested heavily in technology, but not much was making it into the library. We had 8 PCs, Quickly added first floor ActivBoard area, 1 laptop cart (20). Added 10 desktop iMacs. Gene Warfel has been incredibly supportive. Weeded and started reorganizing collection - removed 5,000 books, and began process of consolidating the collection on the 3rd floor, and also putting it into sequential order. Previously it was so confusing you needed a librarian to help you find anything. Collaborative outreach - department visits inviting them to visit Professional development for faculty - databases, basic tools More technology - We retired the PCs and got 22 additional desktop iMacs, second ActivBoard area, second laptop cart, and became the test space for new wireless technologies that are now being installed throughout our campus. Installed a New Media Lab in the former Teacher’s Professional Library with - 8 beefy Mac editing stations, loaded with with everything, and external hard drives for student work.
  • Technology - clear books to create instructional spaces featuring digital technologies. On the main floor of the learning commons, this area is used for student presentations, clubs, classes, professional development -constant use. And it is located right by the entrance so instead of looking in at books, you see a dynamic area busy with diverse activities.
  • This is the 3rd floor. Books were moved to carve out a second class area. The nice thing about this area is that we were able to consolidate nonfiction and reference to proved a space the really works well to support student research. It also has a laptop cart with 20 laptops and is right near the media lab.
  • Old Teacher’s Professional Lounge - dirty, neglected, obsolete and unprofessional. The new media lab has 8 robust production stations, but it isn’t pretty - yet. It needs fresh paint and furniture that matches, but students are so busy working they don’t seem to notice.
  • The microfiche was replaced with 8 iMacs.
  • New light grid was installed featuring energy efficient, state of the art fixtures that fill the space with clean light. Gorgeous.
  • Our local Garden Club gave us a grant to revitalize the old planter and provided us with plants and pots for the library. Brought color and energy.
  • Games, supply carts with basic student supplies, new dictionaries (English, Foreign Languages), basic arts and crafts supplies. Also got a $15,000 grant for high end digital cameras, green screen, light and audio kits to jump start video production opportunities for students. Partnering with our local cablecast company for training.
  • Grants for new soft chairs for flexible seating. Developing a new program accompanied the physical changes to space.
  • We have created a dynamic portal designed to support students and faculty digitally. This portal allows us to respond quickly to class requests, no matter what the subject area. Information skills like location and evaluation are the cornerstones of information literacy, but real learning occurs when information is transformed into new knowledge.
  • A priority is expanding the learning commons as a resource in creating and expanding global connections, and globally aware learning. An example is Carly Dwyers Sype call to Pakistan supporting students in play writing. Another example is teaching students how to get off US servers and search servers of other nations for English language articles. This gives them a different and authentic point of view, different from our own. Ross Todd might ask we if we have been able to provide any evidence of change.
  • Students are checking out more books than ever. 55% increase! This year seems stronger than last. We feel the lack of budget for high interest/award winning fiction, nonfiction and manga titles. Current Wish List - 275 titles = $4,516
  • 2008 - 2009 average daily # student visits over 600 2007 - 2008 346 class visits 2008 - 2009 470 class visits - 35% INCREASE although this past Wednesday we close to 800 students. Again, this increase is driven by class visits.
  • 346 470 476 Diverse reasons for visits. Some classes come for laptops, but many come for media classes as students are given options in alternate presentation formats. Prezi, Glogster and Animoto are very popular.
  • This is one measure of the impact the learning commons is having on professional development. Last May I visited departments to introduce and give tutorials on wikis. This September we held a faculty training session and you can see the activity. Teachers are really enjoying using wikis and their students are benefiting. We are planning more programs for staff to keep the momentum going.
  • Using Google docs Forms, we are tracking data. By keeping our eye on the standards we can assess the quality of instruction and provide school administration with concrete reasons to continue to support our program. This is powerful data for advocacy.
  • The skills are based on the standards. Note the training in specific applications at the bottom. Students are building their Web 2.0 skill sets in almost every class visit.
  • Again, we are tracking very specific data points. I am keeping an eagle eye on databases here, and anticipate this to make a big jump as we get further into the year and teachers start assigning research activities. Still, good data like this keeps us focused on our students and the services we need to be providing. Looking at this I can approach department chairs and ask them to touch base with their teachers and get back to me. The Learning Commons is providing departments with solid data on student work.
  • This data pool in particular keeps our program laser focused on creating authentic assessment of student progress. It is also a very good indicator of how successful we are in collaborating with teachers. Using the Learning Commons as a professional development center will hopefully continue to help us with this, as indicated by our wiki stats.
  • We make up for this with the quality of our databases and deep use. No unused resources, and they are the best. Also make abundant use of top quality free resources. Example: primary sources via the Library of Congress.
  • These trials are for teachers to look at resources as alternate, digital texts. Built in text-to-speech functionality and translation capabilities. Often material is lexiled for students who need leveled reading material. The Learning Commons facilitates and provides administrative support and professional development for staff and students in the use of databases.
  • The Learning Commons facilitates and supports student and faculty use of all these technologies, and needs to be prepared to learn how to use and support new and evolving technologies.
  • The best of student work, digital and media rich course content, sports, performances.
  • Reading is about content, not the delivery system.
  • Student and faculty support services will continue to evolve to support a knowledge based economy. We will be focusing on the skills needed to support our students to become independent and successful participants in the global economy.
  • CFPL - endowing a speaker series to coincide with the Concord’s October Author Week.
  • So we have gone from being a warehouse of books and broken furniture to a busy, vibrant place for students and faculty to gather and learn in a wireless, connected, 21st century environment. It is a vibrant place filled with space, light, student art, student life, and teachers talking and learning.

Transcript

  • 1. The CCHS Learning Commons
    • Concord-Carlisle High School
    • Concord, MA
  • 2. The Old Library
  • 3. An outdated service model
  • 4. Deciding on a Learning Commons Model
    • Skills:
    • Problem solving
    • Out-of-the-box thinking
    • Creative minds
    • Knowledge creation
    • Media skills to share learning
  • 5. Change
    • New job descriptions:
      • Chief Information Specialist / Librarian
      • Student Services Specialist
      • Accounts Specialist
      • Media Production Specialist
  • 6. 2007 - 2009
    • Cleared space
    • Technology
    • Weeded and reorganized the collection
    • Collaborative outreach
    • Professional development for faculty
  • 7. Before / After
  • 8. Before / After
  • 9. Before / After
  • 10. Before - After
  • 11. Before / After
  • 12. Before / After
  • 13. Grants for Student Support
  • 14. Grants for Furniture
  • 15. Curriculum Transforming Learning
  • 16. Global Connections
  • 17. Evidence of Change Circulation Statistics
    • 2006 - 2007 3167
    • 2007 - 2008 3417
    • 2008 - 2009 5308
  • 18. Patron Visits
  • 19. Class Visits
  • 20. Wiki Stats
    • Professional development - effective
    • + 23% users
    • +106% increase in wiki creation
    • + 308% course related communication
    9/21/09 1/14/10
  • 21. Data - Standards
  • 22. Data - Skills
  • 23. Data - Technology
  • 24. Data - Assessment
  • 25. Projected Needs
    • Databases -
    • Authoritative Information Resources
      • Acton - Boxborough - 18
      • Lincoln - Sudbury - 9
      • Lexington - 23, 3 trials
      • Newton North - 15
      • Wayland - 18
      • Wellesley - 18
      • Weston - 21
      • Concord - Carlisle - 6
  • 26. Database Trials
    • Gale - Global Issues in Context
    • Gale - Greenr
    • Gale - History: World
    • Gale - PowerSpeak Languages
    • EBSCO - English Language Learner Reference Center
    • EBSCO - History Reference Center
    • ABC CLIO - World History
  • 27. Projected Needs
    • Technology
      • Increased mobile technologies
        • Flip video cameras
        • External hard drives
        • Digital cameras
        • Laptops for special projects
        • Audio books
        • MP3 books
        • MP3 players
  • 28. Projected Needs
    • Curating
      • Managing and archiving digital content
        • Curriculum videos
        • Student work
        • Art shows and portfolios
        • Sports events
        • Theatrical events
        • Concerts
        • Presentations
        • Media content we can’t even anticipate at this point
  • 29. Projected Needs
    • Reading -
    • Diversification of formats
      • Digital reading alternatives
        • E-books
        • E-texts
          • Foreign Language very active
        • Text-to-speech
        • Translation
        • Facilitates collaboration
        • Digital management of content
        • Builds crucial digital skills
        • Gale - reviewing a promotion for 405 e-books that will digitize our reference and authoritative holdings
  • 30. Projected Needs
    • Student Services
      • Online Learning - facilitating
      • Continued diversification of reading resources
      • Community building
      • Showcase for student work
      • Transliteracy - supporting new literacies
        • Creation
        • Publication
        • Collaboration
        • Digital
        • Design
        • Web-based
  • 31. Next Steps… Continue to develop
    • our virtual and physical spaces
    • collaborative 21st century curriculum
    • partnership with the Concord Free Public Library
    • as the center for professional development and innovation
    • plans for a renovated facility
  • 32. Next Steps… Continue to develop
    • Student outreach utilizing social media to promote:
      • Reading
      • Information skills
      • Media skills
      • Collaborative skills
      • Global awareness
      • Student support services
      • Build community
  • 33.