2012 09-20--learning to-meet_the_future--lva


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This presentation, prepared for the Library Directors' meeting organized by the Library of Virginia September 19-20, 2012 in Richmond, VA, is one of three jointly delivered by Paul Signorelli and Maurice Coleman.

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  • Let’s start relatively local and then expand our playing field a bit. The Handley Regional Library in Winchester, VA, dates back to 1913, so we can assume that like many libraries, it has its traditions. A glance at calendar of events for this month (September 2012) shows it also is keeping up with the times by offering a not-uncommon mix of learning opportunities, including: an email workshop and writer workshop--"The Business of Being a Writer: Everything You Need to Know. . . from 'Agents to 'Websites (for X, Y, & Z, you're on your own)“—on the same day early in the month; an e-reader workshop, a Word workshop, and two Internet workshops the following week; Excel and Deaf Awareness workshops earlier this week and a computer workshop and genealogy program tomorrow, followed by Elephant Appreciation Day on Saturday—I’m assuming we’ll learn to appreciate elephants if we remember to attend; and four more workshops next week.
  • It’s clearly no surprise to any of us in this room that libraries have a very long tradition of serving as learning centers—for staff as well as for the broad-based communities they serve. There’s literacy training, as we are reminded in this photo and information from the Province of British Colombia’s Flickr photostream: “ Adult learner Charlton Landon (left) and volunteer tutor Russ Haas working together at Literacy Victoria. Charlton is part of the Learners’ Network at Literacy Victoria, one of 72 literacy projects around the province supported by the Community Adult Literacy Program.www.aved.gov.bc.ca/literacy/welcome.htm Or read more about Charlton's story here: www.newsroom.gov.bc.ca/2012/03/im-still-learning.html”
  • We also facilitate the use of state of the art technology by using it in a variety of ways, including mounting it—in this case, an iPad—as a tool to be used in a children’s library.
  • We treasure and nurture our students in a variety of ways and through a variety of programs, as we’re reminded by this photo from the Lafayette (CA) Library.
  • And we provide a variety of resources, as we see in this second photo from the Lafayette (CA) Library.
  • Our universities incorporate serious tools that are used in playful ways by students, including those in the Weigle Information Commons at the University of Pennsylvania—if you want to see what they produce, check out the video they created to promote this fabulous resource: http://www.youtube.com/watch?v=4z4Z717yD08
  • Those who can afford it create spaces that combine comfort with technology, books with technology, and keep people—students and staff—at the center of the process, as we see in this shot from Sinclair Community College, in Dayton, Ohio.
  • We are creatively informal, as we’ve seen from a variety of tech petting zoos and this lunch-time hands-on workshop documented on the New Jersey State Library Flickr page: “ The NJ State Library hosted a lunch-time hands-on workshop for people wanting to learn more about how to work their new gadgets or to find out which gadget would be best for them. “ The event showcased mobile tablets and e-readers: Apple IPADs, the Amazon Kindle Touch and Kindle Fire, Samsung Galaxy and Barnes and Noble Nook. Librarians demonstrated features and qualities, including painting on the IPAD, how to download ebooks, and compared displays and sound quality. Some people brought their own machines and had questions answered. “ Comments like ‘We’re so glad you did this’ and ‘This is great!’ were heard many times.”
  • And as m-learning—Mobile Learning—continues to augment what we’re doing face to face and online in synchronous and asynchronous learning opportunities, we’re also on the move in this partner to our traditional bookmobiles. It’s only a matter of time before we really become clever, embrace what we’re so clearly already doing, and match our marketing skills with our information skills to develop terms like “trainingmobiles” or “learningmobiles” or…well, you get the point.
  • Let’s set some context. Learning is a huge industry, yet seems to be one that is more or less hidden from the average person in terms of its size and impact. It also seems to be one which is hard to nail down in terms of its financial growth. The American Society for Training & Development (ASTD), for example, provided the following information in its 2011 State of the Industry Report: “ ASTD estimates that U.S. organizations spent about $171.5 billion on employee learning and development in 2010.” (p. 7) That’s up considerably from the previous ASTD State of the Industry’s estimate of $128.88 billion, in 2009. And if we look at even more recent figures from Training Industry, Inc . we read “TrainingIndustry.com estimates the global market for training services to grow to $292 billion in 2012, of which U.S., companies will represent an estimated $132 billion.” (p. 2) Note the difference between Training Industry’s estimate of $132 billion in the U.S. for 2012 compared with ASTD’s estimate (from 2010 data) of $171 billion.
  • … and let’s think about what we do and how we describe what we do…think about “Marketing Myopia,” that stunning Harvard Business Review article by Theodore Levitt that, in 1960, suggested that by considering themselves in the railroad business rather than in the transportation business, railroad companies sealed their own fate by carving out too narrow a niche.
  • “ Levitt wove a powerful argument that companies should stop defining themselves by what they produced and instead reorient themselves toward customer needs,” we’re reminded in a synopsis on the Harvard Business Review website (http://hbr.org/2006/10/what-business-are-you-in-classic-advice-from-theodore-levitt/).
  • In the same way, let’s think about how we promote ourselves through our mission, vision, and value statements: Are we still where many people are--automatically connecting libraries and books--or are we among the increasingly large number of library leaders and staff embracing a statement from the American Library Association 2015 Strategic Plan that was adopted in 2010 and broaden our playing field to consider ourselves learning organizations? Here’s the mission statement, as defined on the second page of that eight-page document: “ The mission of the American Library Association is to provide leadership for the development, promotion and improvement of library and information services and the profession of librarianship in order to enhance learning and ensure access to information for all.” http://www.ala.org/aboutala/sites/ala.org.aboutala/files/content/missionhistory/plan/strategic%20plan%202015%20documents/strategic_plan_2.pdf
  • As ALA President Maureen Sullivan writes in the September/October 2012 issue of American Libraries in print and online, “ We are fortunate to have the talents, leadership, and dedication of ALA’s many members and its staff who—as the ALA 2015 strategic plan states—will enable the Association to build “a world where libraries … are central to lifelong discovery and learning.” Notice that we’re not abandoning books or anything else that remains of interest and use to those we serve; we’re simply broadening our horizons so we’re contributing to a future that is going to arrive with or without us.
  • Norfolk (VA) Public Library
  • University of Aberdeen (Scotland) Library
  • I’ll admit it straight up: I’m engaging in gross exaggeration here to show the worst of our traditional teacher/instructor-centric model. And I’m stacking the deck to make a point by emphasizing the difference between overly rigid instructor-to-learner sessions…
  • … and those sessions where learners are learning from each other as well as from teacher/instructors who facilitate the learning process. No need to engage in either-or choices here since both types of learning have their time and place, but we do ourselves and our learners a big favor when we incorporate the best of all the techniques we know and have mastered.
  • As we move into a brief survey what’s happening in learning today and how we might use this information to our advantage and the advantage of those we serve, let’s create a bit of a framework for the discussion. Let’s look at Frans Johansson’s concept of The Intersection. Johansson writes, at the beginning of The Medici Effect , about a place in Horta (in the Azores islands)—Peter’s café—where sailors from around the world meet and talk before parting ways and informally disseminating ideas throughout their much larger and diverse communities. If Peter’s sounds a bit familiar, think for a moment about how much has been written about Library as Third Place (drawing upon the term The Third Place from Ray Oldenburg’s “Great Good Place”—and will come back to Oldenburg in a few minutes). This lays the groundwork for what we already are doing so well: meeting our overall mission statements while providing community/social meeting places and also serving as informal and formal learning centers—all of which anticipates the process that increasingly is being called “social learning.” What happens in libraries doesn’t stay in libraries; it quickly moves out into ever-expanding communities of interest and communities of learning. And as we all know, it changes lives. If we place ourselves at the middle of this sort of Intersection—in essence, provide the space for Intersections—we build upon what we are already doing and lay claim to meeting an important need within our local, regional, and global communities in an onsite-online world.
  • Social learning is actually not a new concept, although it’s receiving a lot more attention these days than it previously did in education and training programs—even the language (training vs. learning) suggests that something interesting is happening in the way we view what we do. When we talk about social learning, we’re simply talking about people learning in groups, and from each other. While I believe this has always been part of the process in teacher/instructor-centric learning, I also think that the social media tools we have and our changing attitudes toward education overall are creating a very exciting and dynamic opportunity for anyone touched by libraries—and I happen to think that’s a pretty large and significant group of people.
  • There is clearly quite a bit being said and written about social learning—which means we’re a long way from having to start from scratch if we want to embrace this opportunity. American Society for Training & Development (ASTD) President and CEO Tony Bingham, writing with Marcia Conner, has developed the quintessential “Guide to Transforming Organizations Through Social Media.” As head of the premier workplace learning and performance (staff training) organization in the country—note that its headquarters are here in Virginia (in Alexandria)--Bingham is one of those people well worth reading, hearing, and following as he keeps us up to date on learning trends and practices.
  • If we buy into the idea that there’s a strong place for social learning in libraries and that it’s a natural fit for us and for those who turn to us for help, we’re ready to fill an important niche here by actually providing spaces that facilitate social learning. And it’s a natural next step to acknowledge that we already do some of this through what we’re offering, so what we might consider next is claiming this turf with an easy-to-remember name: social learning centers. The beauty of this is that it really does carry us into a future we’re very much involved in creating. We can think beyond our physical (onsite) spaces and acknowledge that a huge part of our audience these days works with us online, so we’re well positioned to jump onto the blended learning bandwagon—learning that seamlessly combines onsite and online learning opportunities and carries it right back into the term we’ve always used: learning! Think of how facile some of our staff members have become at delivering face to face and online reference assistance; combining physical and online resources to respond to workplace challenges; and helping others move back and forth between onsite and online activities. We really are primed to be leaders in this movement simply by continuing to build upon the information/learning commons model that has been so effective in academic settings and that is being adapted for use in more and more public libraries across the country—as we see here in the Scott Library at York University, in Ontario.
  • And here’s where we’re back to someone Maurice mentioned earlier this afternoon, Ray Oldenburg—one of our key influences in terms of how we and a few other T is for Training colleagues made the leap into seeing libraries as social learning places: in essence, a new Fourth Place to build upon Oldenburg’s original First, Second, and Third places (home, work, and the gathering places that, like Johansson’s Intersection, bring us together in a social setting and produce magnificent results as a result of fostering development of community). We think libraries are well positioned to be the Fourth Place in communities, and as I mentioned a few minutes ago, we suspect that the first step is simply an acknowledgment of all we’re already doing through libraries to combine social and learning endeavors. These don’t have to be big and elaborate; we just need to make the commitment to continue what we’ve been doing and continue developing our learning endeavors in response to library users’ changing needs.
  • Jill Hurst-Wahl was part of the original T is for Training discussion that led to our advocacy for libraries as Fourth Place. In addition to being a terrific blogger, she is an Associate Professor of Practice and Director of the LIS Program in Syracuse University's School of Information Studies and a member of the SLA Board of Directors (2011-2013). Her interests, as she notes on her blog site, “include digitization, digital libraries, copyright, web x.0 and social media.” And it was Jill who helped hammer home the idea that social learning centers could be created relatively inexpensively. One of her most interesting contributions to the Library as Fourth Place conversation, in fact, has been to suggest that we should look for innovative ways to create these social learning centers—including the use of refurbished shipping containers that can be placed next to existing library buildings, as Maurice pointed out in his presentation. And we’ve already seen in an earlier slide in this presentation showing that we can literally go mobile with this if we want to build upon the bookmobile model by creating learningmobiles.
  • Let’s take a quick breather and see how we might apply these thoughts to our own situations, and then we’ll return for an overview of resources designed to prepare us for conversations that will lead to positive actions when we reconvene tomorrow morning.
  • As we move into the final segment of our conversation this afternoon, let’s prime the pump a bit more by looking at a few first-rate resources that can help us keep up with the changing education-training-learning landscape. We’ll skim the surface a bit here and return for a more in-depth conversation during our session tomorrow morning so that by the time you return to your own libraries, you have more than enough background and some solid ideas and plans for learning to meet the future. Resource one starts here with an advisory board of educators from around the world working, under the auspices of the New Media Consortium each year, to take a look at technology that is reaching maturity in educational organizations within three separate time horizons: one year, two to three years, and four to five years. These reports are available free of charge online and provide a quick primer on what we can expect our library staff and users to be incorporating into their lives sooner than later. Technologies in the 2012 report, for example, included mobile apps and tablet computers in the one-year horizon—which is clearly the way it has been playing out—and game-based learning and learning analytics (measuring learners’ progress in real time so we can quickly respond to and adjust our offerings to foster more success in learning).
  • New Media Consortium CEO Larry Johnson is, to put it mildly, a force of nature and a key driver in the production of the reports. Horizon reports continue to document the growth of technology in education and museums globally, and members of the organization are beginning to broaden their attention to include technology in libraries as a few of us involved in libraries have joined the Horizon Report Higher Education Edition advisory board. In a thirteen-minute address at the 10 th anniversary Horizon Project retreat in Austin, TX in January 2012, Johnson was at his peak in a stunningly beautiful and thought-provoking summary of how our means of communication and communication networks have changed over the past few generations: http://www.youtube.com/watch?v=3aVwQDBUIlM. You can’t help but be moved and inspired by Johnson’s approach, his thoughts, and his innate focus on people as much as on the technology the New Media Consortium tracks.
  • If you haven’t yet explored the wonderful series of TED (Technology, Entertainment, Design) and the obvious educational value they provide, you should probably leave the room now and go watch a few. But before you do, let me call your attention to one of the most popular TED talks on the web: Kenneth Robinson’s funny, poignant, and memorable response to the question, “Do Schools Kill Creativity?” : http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html. Even better: explore the possibility of connecting to the TED regional efforts that are branded under the name TEDx and the latest offshoot, TED-Ed (http://ed.ted.com/).
  • Writer-trainer-consultant Peter Block is one of the seminal contemporary figures in promoting the development of communities. In The Abundant Community , written with John McKnight, we have an engaging book-length exploration of what the writers call “the shift from citizen to consumer”—the move away from providing things for ourselves and, instead, buying services. Block and McKnight provide plenty of ideas that can be adapted to our quest to serve as learning centers within our communities.
  • John Seely Brown, former director of the Xerox Palo Alto Research Center and an independent co-chairman at the Deloitte Center for the Edge, worked with Douglas Thomas to co-write a wonderful manifesto about learner-centric education. Just as Peter Block and John McKnight write about the negative shift from citizen to consumer; Brown and Thomas write of differences between communities and collectives: “ A collective is very different from an ordinary community. Where communities can be passive…collectives cannot. In communities, people learn in order to belong. In a collective, people belong in order to learn. Communities derive their strength from creating a sense of belonging, while collectives derive theirs from participation.” -- A New Culture of Learning , p. 52 If we nurture our communities toward being collectives, we’re well on our way to creating social learning centers that produce measurable results.
  • Peter Senge, through publication of The Fifth Discipline , helped define how communities of learning can be established and nurtured in organizations with a commitment to investing in their best resources—the people who work within them. What Senge says about workplace communities of learning can easily be adapted to support the sort of social learning center communities we’re proposing here.
  • Cathy Davidson, an innovative educator long affiliated with Duke University, starts her book with a description of how the learning process often begins with an “unlearning” process, through which we have to set aside something we already knew so we can fully utilize what we are about to learn. The rest of this must-read book walks us through a series of stories inspiring us to create learning opportunities that support a 21 st -century digital workplace—again, a role we’re primed to play if we want to step up to the plate.
  • Buffy Hamilton, who describes herself as “a high school librarian and teacher at The Unquiet Library in Canton, Georgia, with  twenty years of experience as an educator as a high school English teacher, technology integration specialist, and librarian,” had created a bona fide Library as Fourth Place long before the rest of us were talking about it. Drawing students into a state of the art school library and connecting them with education resources via Skype and other tech tools, Hamilton is another of those people we would follow anywhere to see what she’s going to do next to promote stunningly engaging educational opportunities for those she serves.
  • Sarah Houghton is one of those must-read/must-see people for us. Her Librarian in Black blog always bring a fresh approach to technology, training, and other issues of interest to anyone working in or with libraries; the presentations she does all over the world are witty, incisive, and always thought-provoking; and the honesty with which she chronicles her current position as director of the San Rafael (CA) Public Library is a refreshing approach that continues to draw plenty of positive attention.
  • As we wind down for the afternoon, let’s pose a couple of final questions that should remain with us in our discussions tomorrow: What sort of measurable impacts are our learning endeavors having? What measurable impacts would we like to be producing through the learning opportunities and resources we provide?
  • What we do today and tomorrow helps set us up for the sort of future built upon our dreams—and the needs of those who rely on us to learn to meet the future. It’s up to us to take the steps that deliver us to our destination.
  • We started with reminders that learning in library has and continues to include face-to-face one-on-one assistance.
  • We jumped to a reminder that tech petting zoos like those we see here in Virginia and elsewhere are great examples of that hands-on (experiential) learning that is essential to success.
  • We’ve seen that mobile learning comes in a variety of formats.
  • We talked briefly about creating a mission that is broad enough to encompass future developments rather than keeping us on the same old train to nowhere.
  • We acknowledged that teacher/instructor-centric learning may not be for everyone.
  • And we acknowledged that learner-centric endeavors are very appealing.
  • We raced through a survey of what social learning means to us and those who benefit from our offerings.
  • And in thinking about social learning centers, we joined Jill Hurst-Wahl in dreaming about an out-of-the-box approach that takes us into shipping containers as onsite learning locations.
  • We heard about John Seely Brown and Douglas Thomas’s suggestion that communities can be places where “people learn in order to belong” and collectives can be gatherings of people willing to “belong in order to learn.”
  • We raised a question we’ll explore in greater depth tomorrow: on balance, what are we producing that is measurable and valuable?
  • And we came back to the theme that it’s up to us, as a result of the work we do here together, to begin taking the steps that will lead our organizations and those who depend on us to endeavors that create the future of our dreams.
  • A few books specifically for staff in libraries…
  • 2012 09-20--learning to-meet_the_future--lva

    1. 1. Learning to Meet the Future:Libraries Developing Communities A Conversation Facilitated by Paul Signorelli Writer/Trainer/Consultant Paul Signorelli & Associates paul@paulsignorelli.com & Maurice Coleman Library Technical Trainer Harford County Public Library baldgeekinmd@gmail.com Library of Virginia Directors’ Meeting September 20, 2012 Richmond, VA
    2. 2. From Literacy…
    3. 3. To Technology
    4. 4. From Homework…
    5. 5. And Tech and Teens…
    6. 6. To the Commons
    7. 7. Contemporary
    8. 8. FromMobiles…
    9. 9. To Mobile
    10. 10. The Hidden Industry
    11. 11. Defining Our Contemporary Mission
    12. 12. Defining Our Contemporary Mission
    13. 13. Defining Our Contemporary Mission
    14. 14. Defining Our Contemporary Mission
    15. 15. Discussion #1:What’s Your Mission?
    16. 16. Discussion #1: W hat’s Your Mission?Does It Look Toward the Future?
    17. 17. Learning:Teacher- or Learner-Centric?
    18. 18. Learning:Teacher- or Learner-Centric?
    19. 19. Thinkers Worth Knowing:Frans Johansson & The Intersection
    20. 20. Social Learning
    21. 21. Thinkers Worth Knowing:Tony Bingham & Social Learning
    22. 22. Social Learning Centers
    23. 23. Thinkers W orth Knowing:Ray Oldenburg & the Third Place
    24. 24. Thinkers W orth Knowing:Jill Hurst-W & ahl Containers
    25. 25. Discussion #2:W Are You Currently Doing hatThat Fosters Social Learning?
    26. 26. Resources to Help UsLearn to Meet the Future
    27. 27. Thinkers W orth Knowing:Larry Johnson & Networks
    28. 28. Resources to Help UsLearn to Meet the Future
    29. 29. Thinkers W orth Knowing:Peter Block & Community
    30. 30. Thinkers Worth Knowing:John Seely Brown & Learning
    31. 31. Thinkers Worth Knowing:Peter Senge & Learning Organizations
    32. 32. Thinkers Worth Knowing:Kathy Davidson & Unlearning to Learn
    33. 33. Thinkers W orth Knowing:Buffy Hamilton &Unquiet Libraries
    34. 34. Thinkers Worth Knowing:Sarah Houghton & Technology
    35. 35. Evaluation:W Are W Accomplishing? hat e
    36. 36. W Can W Do Today hat eTo Prepare Ourselves for Tomorrow?
    37. 37. Discussion #3:W Are W Already Accomplishing? hat e W Can W Do to Maximize Our hat e Time Together Tomorrow?
    38. 38. In Summary
    39. 39. In Summary
    40. 40. In Summary
    41. 41. In Summary
    42. 42. In Summary
    43. 43. In Summary
    44. 44. In Summary
    45. 45. In Summary
    46. 46. In Summary
    47. 47. In Summary
    48. 48. In Summary
    49. 49. Learning Resources:
    50. 50. Questions & Comments
    51. 51. For More Information Paul Signorelli & Associates Maurice Coleman, 1032 Irving St., #514 410.961.1220 San Francisco, CA 94122 baldgeekinmd@gmail.com 415.681.5224 http://tisfortraining.wordpress.com/ paul@paulsignorelli.com LinkedIn: http://tinyurl.com/95gg4at http://paulsignorelli.com Twitter: @paulsignorellihttp://buildingcreativebridges.wordpress.c om
    52. 52. Credits & Acknowledgments Slide Design by Paul Signorelli (Images taken from lickr.com unless otherwise noted):Handley Regional Library: From Martnpro’s photostream at http://www.flickr.com/photos/martinpro/4692389716/ Lafayette Library & Learning Center: From SJSUALASCs photostream at http://www.flickr.com/photos/sjsualasc/4383240269/sizes/m/in/set-72157623498015292/ Lafayette Tech & Teen Centers: From SJSUALASC’s photostream at http://www.flickr.com/photos/sjsualasc/4383276843/sizes/m/in/set-72157623498015292/ Weigle Information Commons: From W eigle Information Commons’s photostream at http://www.flickr.com/photos/pennwic/5635598560/sizes/m/in/photostream/ Sinclair Community College: From Sinclair Library’s photostream at http://www.flickr.com/photos/sinclairlibrary/2048506732/ New Jersey State Library Hands-on Workshop: From New Jersey State Libraries photostream at http://www.flickr.com/photos/njlibraryevents/7394028020/sizes/m/in/photostream/ State Library of Ohio Mobile Training Lab: From Erielooking production’s photostream at http://www.flickr.com/photos/erielookingproductions/4951813289/sizes/m/in/photostream/Train: From Exxodus’s photostream at http://www.flickr.com/photos/exxodus/314325641/sizes/m/in/photostream/ Virgin American Airlines: From Patcard’s photostream at http://www.flickr.com/photos/patcard/4795698693/sizes/m/in/photostream/ Norfolk (VA) Public Library: From Mr. T in DC’s photostream at http://www.flickr.com/photos/mr_t_in_dc/6725236381/sizes/m/in/photostream/ Aberdeen University Library: From Gordon M. Robertsons photostream at http://www.flickr.com/photos/gordon_robertson/6148551614/sizes/m/in/photostream/Lecture Hall: From Kitsu’s photostream at http://www.flickr.com/photos/kitsu/404092967/sizes/m/in/photostream/ Learning Commons, Ohio University Libraries: From Ohio University Libraries’photostream at http://www.flickr.com/photos/ohiouniversitylibraries/3507674990/sizes/m/in/photostream/ Social Learning: From Tatiana12’s photostream at http://www.flickr.com/photos/stella12/7242568556/sizes/m/in/photostream/ Learning Commons at York University, Scott Library: From Moqub’s photostream at http://www.flickr.com/photos/moqub/5789142128/Balance: From Hans S’s photostream at http://www.flickr.com/photos/archeon/2941655917/sizes/m/in/photostream/ Question Marks: From Valerie Everett’s photostream at
    53. 53. Credits & Acknowledgments—Thinkers Worth Knowing Slide Design by Paul Signorelli (Images taken from lickr.com unless otherwise noted): Tony Bingham: From Vimeo.com video site at https://encrypted-tbn1.google.com/images? q=tbn:ANd9GcT68nwyR6q2YN4q-0zvcHLaYVTA8h2JVCnY-MxkhXx5raC7X9XJIg Peter Block: From Coyenator’s photostream at http://www.flickr.com/photos/coyenator/3283315715/sizes/m/in/photostream/ John Seely Brown: From Opencontent’s photostream at http://www.flickr.com/photos/davidwiley/47729997/sizes/m/in/photostream/ Cathy Davidson: From The New School’s photostream at http://www.flickr.com/photos/newschool/6245561408/sizes/m/in/photostream/ Sarah Houghton: From Librarian in Black’s photostream at http://www.flickr.com/photos/librarianinblack/68526024/sizes/m/in/photostream/ Buffy Hamilton: From Theunquietlibrarian’photostream at http://www.flickr.com/photos/10557450@N04/6837509275/sizes/m/in/photostream/ Frans Johansson: From Business Innovation Factory’s photostream at http://www.flickr.com/photos/businessinnovationfactory/2981553412/sizes/m/in/photostream/ Larry Johnson: From Shelgerard’s photostream at http://www.flickr.com/photos/shelgerard/4691997056/sizes/m/in/photostream/ Peter Senge: From Americans4Arts’ photostream at http://www.flickr.com/photos/americans4arts/3644561380/sizes/l/in/photostream/Jill Hurst-Wahl: From Jill Ann’s photostream at http://www.flickr.com/photos/jahw/3390097003/sizes/m/in/photostream/