# data[].attributes.body
Hamilton, Buffy. "By Popular Request: Hooch Learning Studio Library Makeover Update."The Unquiet Librarian. N.p., 18 Feb. 2017. Web. 18 Feb. 2017.

# data[].attributes.attachment_link.title
By Popular Request: Hooch Learning Studio Library Makeover Update

# data[].attributes.attachment_link.description
I have received numerous requests since last August to provide an update on the library design project at my last school, Chattahoochee High. Though the district budget and architects did not allow for all the design elements on my wish list, the finished makeover definitely took the space to a whole new level.

# data[].attributes.headline
Standards of Practice for School Library Learning Commons in Canada 2014

# data[].attributes.subject
Standards of Practice for School Library Learning Commons in Canada 2014

# data[].attributes.attachment_link.title
Standards of Practice for School Library Learning Commons in Canada 2014

# data[].attributes.attachment_link.description
"Our increasingly networked world presents complexities for learning unknown just a few years ago, but at the same time offers fresh opportunities. Learning in...

# data[].attributes.body
Parker, John. "Re-Imagined Learning Spaces for Media Centers." Personalize Learning. N.p., 01 Jan. 1970. Web. 12 Feb. 2017.

# data[].attributes.attachment_link.readable_text
Shifting Roles for Media Coordinators and New Functions for Media Centers in Buncombe County Schools, Asheville, NC

Guest Post by John Parker, Digital Learning Specialist for Buncombe County Schools by day

John has served as a teacher and school library media coordinator at the elementary, middle, and high school levels. A seasoned staff developer and presenter, John prefers the role of facilitation and working with groups. When not dreaming about possibilities and plans John can be found exploring technology and Tweeting as The School Library and Media Guy, @TheSlamGuy

Buncombe County Schools has embarked on a journey that is designed to transform our school library media centers into flexible learning spaces that are earmarked by designs that encourage choice and voice for our students. At the core of this endeavor is a focus on access and the ability to create, make, and produce items that reflect students' interests.

After a year of observing, talking and listening to administrators, media coordinators and teachers across the district, we began seeding some Raspberry Pi and Arduino microcomputers into a few schools that were already redefining their programs. These programmable devices were provided without detailed instruction or professional development-media centers were encouraged to make them available for use. Some jumped at the opportunity, others did not.

Those on the leading edge took off quickly, but the others asked many questions that helped to develop a focus and a strategy that could be employed K-12. Three assumptions emerged from our learning that have become guiding principles:

Our traditional model of school libraries does not adequately support the North Carolina Standards and the way our staff and learners want to work.

The curriculum is filled with broadly defined learning goals

Learners need more access to information at a time convenient to them

Everyone wants to work and learn in new ways

The standards measuring media coordinator (school librarian) performance now promote activities that reflect an emphasis on a new role.

Demonstrate leadership.

Build a learning environment that meets the instructional needs of a diverse population of students.

Implement a comprehensive 21st Century library media program

Demonstrate knowledge of learners and learning and promote effective instructional practices.

Reflect on our practice.

Student achievement demands that we connect our activity to student outcomes.

We must abandon isolated tasks not connected to the curriculum

We aspire to create a culture of inquiry that doesn't end with the school day

We operationalized these statements with a succinct goal statement: We want to create a Four-C-Able Space for the Foreseeable Future. It is based on the four Cs of 21 st Century learning.

1. Creativity

2. Collaboration

3. Communication

4. Critical Thinking

As a first step, we began with ideas and used them to define the space. Searching questions such as "What types of activity will define this flexible space?" were used to escape the constraints of the physical space and get beyond our own set of normal limitations. To further refine the process, more specific questions were used and generated by the media coordinators. Careful attention was paid to the alignment of these questions with our guiding principles. Some questions that emerged were

What features should be incorporated to improve the ability to use resources?

What features need to be added to support project-based activity?

What types of specialized software or hardware should be available? What is available?

What new types of furniture might you need to add or replace?

What space(s) are you underusing?

What other questions do we need to ask?

What can you do tomorrow?

Afterwards, the activities were used to create an activity map for each media center that later identified components of those spaces and finally located them within the larger space. The media coordinators then conducted a school-based focus group and revised the plan according to stakeholder input. After negotiated outcomes and revisions, a road map for implementation was created that included measurable goals and even a budget timeline in some instances.
The process yielded plans, but it also enabled people to view their roles differently in light of best practices and their learners. To be sure, the change has not been easy, and some have limited participation, but there is excitement in being part of something that has the capacity to change teaching and learning in every school, child, and home in our county. We believe that those long standing library principles of choice and voice have received an appropriate makeover.

Thank you John and all the media coordinators in Buncombe County for sharing your journey to create flexible learning spaces that encourage learners to discover, explore, play, and personalize their learning their way!

# data[].attributes.attachment_link.title
Re-Imagined Learning Spaces for Media Centers

# data[].attributes.attachment_link.description
Shifting Roles for Media Coordinators and New Functions for Media Centers in Buncombe County Schools, Asheville, NC Guest Post by John Parker, Digital Learning Specialist for Buncombe County Schools by day John has served as a teacher and school library media coordinator at the elementary, middle, and high school levels.

# data[].attributes.headline
Blog: How This School Library Increased Student Use by 1,000 Percent

# data[].attributes.subject
Blog: How This School Library Increased Student Use by 1,000 Percent

# data[].attributes.body
Gonzalez, Jennifer. "How This School Library Increased Student Use by 1,000 Percent."Cult of Pedagogy. N.p., 6 Mar. 2016. Web. 12 Feb. 2017.

# data[].attributes.attachment_link.title
How a School Library Increased Student Use by 1,000 Percent | Cult of Pedagogy

# data[].attributes.attachment_link.description
Some school libraries are reinventing themselves as makerspaces, but this Ohio library took a slightly different approach and has seen incredible results.

# data[].attributes.body
1.  How does your library space promote inquiry?
2.  How does your library space promote collaboration?
3.  What is available in your library space to encourage creativity?
4. Is your space accessible for the school community?
Select 3 different resources that will encourage you to view your library spaces differently. Add comments/notes. Feel free to add other resources to this Padlet.

# data[].attributes.headline
Blog 4 Tips to Transform Your Learning space - Edutopia

# data[].attributes.subject
Blog 4 Tips to Transform Your Learning space - Edutopia

# data[].attributes.attachment_link.readable_text
Recently, I wrote about the transformation of libraries from archives of resources to active learning commons that encourage exploration, creation, and collaboration. However, in that post, I profiled a number of locations that made significant financial investments in their redesign. Million-dollar learning spaces are often not a reality for most schools. However, that is no reason to abandon the concept of transformation. Here are four suggestions from librarians and educators who have transformed their learning spaces -- even without a budget.

Tip #1: Create an Agile Space

Classrooms and libraries often have a uniform appearance even though they could be used for a multitude of activities. Elissa Malespina -- history teacher, librarian, and Coordinating Supervisor of Educational Technology for the Parsippany-Troy Hills (New Jersey) School District -- recommends putting caster wheels on tables and bookshelves. This relatively inexpensive adaptation allows you to quickly push tables together for collaborative activities, or move bookshelves out of the way to open up more space, ultimately creating a more flexible learning environment.

To encourage collaboration and brainstorming around the room, Jennifer Lagarde -- classroom teacher and librarian from North Carolina -- recommends using whiteboard paint, chalkboard paint, or shower board to transform tables, walls, and floors into writing and drawing spaces where students can brainstorm, share ideas, and co-create. She also suggests using plexiglass, cut to the size of the table, to create another editable space. This way, you can remove and place things (flyers, student work, graphic organizers, sentence strips, etc.) underneath to guide student interactions.

In a Teacher-Librarian Virtual Cafe webinar this fall, Jennifer co-presented the concept of MacGyver Librarianship: The Art of Doing More w/Less! From giant spools to donated furniture, she has a number of recommendations for how to create truly unique learning spaces.

Tip #2: Design an Inviting Space

When Carolyn Foote redesigned the library at Westlake High School in Austin, Texas, she included a "juice bar" as a space that would encourage teachers and students to congregate and engage in co-learning. Similarly, Laura Fleming -- Library Media Specialist in New Milford, New Jersey -- repurposed a room in her library to create a library lounge, where students could gather to read, eat, work, and socialize. To save money, she even tiled the floor in dictionary and atlas pages using Elmer's glue and water!

Other suggestions from both Elissa and Laura for accomplishing this goal include:

Get donations of jigsaw puzzles, Legos, and board games, and put them out for students to play with during free time.

Consider permitting food and drink in lounge spaces, and if possible, include a coffee/tea/hot chocolate station.

If it falls in line with the school or district Acceptable Use Policy, encourage the use of personal devices and even provide charging stations.

Include varied seating areas such as cafe and gaming tables.

When students and teachers want to congregate in learning spaces, opportunities for spontaneous co-learning may present themselves. In Too Big to Know, David Weinberger writes that "the smartest person in the room is the room." By reinvisioning a learning space, more students may come inside.

Tip #3: Build a Makerspace

At the heart of constructivism lies the concept that " to understand is to invent" (Jean Piaget, 1976). When students have the opportunity to construct their own understanding, they engage in more meaningful learning. So in transforming your library or any other learning space, think about providing opportunities for all students to invent, tinker, create, and learn.

Designing this space doesn't have to break your budget, either. Jennifer suggests visiting your district's surplus furniture warehouse to search for "treasures," using old wire spools from the local telephone or electric company to build tables, and soliciting donations from families -- especially when they are ready to clean out their closets. Old video game systems, outdated computers, and other gadgets can be great additions to your makerspace.

Tip #4: Create a Community

The first step in transforming your library, or any learning space, from a place of content dissemination, archive retrieval, and solitary learning is changing the culture of the space. Gino Bondi, in Our Learning Commons: One How-To for 21st Century Learning, describes the shift as being "more than a room":

It calls for the creation of new environments that improve learning. It is about changing school culture and about transforming the way learning and teaching occurs. It is a transformation that calls for physical, virtual, and pedagogical changes as well as a shift in mindset for all players.

Laura suggests that the culture of your library should not only encourage meaningful student learning, but also provide the tools, resources, and opportunities for your students to thrive and flourish. While we have been discussing the impact of transformation on libraries, all learning spaces could support your learners and encourage them to contribute to building a dynamic community.

# data[].attributes.attachment_link.title
4 Tips to Transform Your Learning Space | Edutopia

# data[].attributes.attachment_link.description
Recently, I wrote about the transformation of libraries from archives of resources to active learning commons that encourage exploration, creation, and collaboration. However, in that post, I profiled a number of locations that made significant financial investments in their redesign. Million-dollar learning spaces are often not a reality for most schools.

# data[].attributes.headline
What to expect from libraries in the 21st century: Pam Sandlian Smith at TEDxMileHigh

# data[].attributes.subject
What to expect from libraries in the 21st century: Pam Sandlian Smith at TEDxMileHigh

# data[].attributes.body
Published on Dec 16, 2013

"Why do we still need libraries in the age of digital, real-time information? In this emotional talk, Pam Sandlian Smith shows how she works to use the library as a hub for community-based knowledge creation and discourse."

# data[].attributes.attachment_link.title
What to expect from libraries in the 21st century: Pam Sandlian Smith at TEDxMileHigh

# data[].attributes.headline
Blog: Learning Space Design Renovated Learning 

# data[].attributes.subject
Blog: Learning Space Design Renovated Learning 

# data[].attributes.body
by Diana Rendina

# data[].attributes.attachment_link.readable_text
More posts:

Articles I've written elsewhere:

More curated resources:

Learning Space Design Books

This is a fabulous book for any educator looking to change up their learning space to support students collaboration. Even though this book is not directly about primary and secondary school environments (it focuses more on offices and universities) there's so many practical lessons to be taken from this book. Also be sure to check out the book's resources page. ( My review here).

This amazing and beautifully designed book was created by a team of architects and designers who took a look at education and school learning environments and created a list of 79 practical design ideas for schools to implement. This book is chock full of amazing interviews, statistics, and examples of beautiful learning spaces. ( My review here)

This book, published by ISTE, contains research on active learning space models and advice on planning, transforming and creating active learning spaces in school. This book inspired my 6 Active Learning Spaces post. (My review here

This book is a fantastic collection of research and resources for renovating and redesigning existing schools as well as constructing new schools. It includes 29 different design patterns for schools, and many of them have strong applications in the library. ( My review here)

This book showcases fifty different library design projects and contains plenty of inspiration and ideas for redesigning school libraries. More information on the organization here.

Published by the American Association of School Libraries, this book focuses on creating modern library spaces with user-based design strategies.

Unlike many of the other books, I've mentioned here, this one focuses on constructing and moving into a new library media center. It has lots of great resources and information.

This beautifully designed and inspirational book is almost more like an artist's workbook. The authors guide educators through questions and ideas to help them reimagine their learning spaces.

Articles/Resources:

Webinars/Videos:

# data[].attributes.attachment_link.title
Learning Space Design | Renovated Learning

# data[].attributes.attachment_link.description
More posts: Articles I've written elsewhere: More curated resources: This is a fabulous book for any educator looking to change up their learning space to support students collaboration. Even though this book is not directly about primary and secondary school environments (it focuses more on offices and universities) there's so many practical lessons to be taken from this book.

# data[].attributes.headline
Flickr: Idea Box in Oak Park Public Library

# data[].attributes.subject
Flickr: Idea Box in Oak Park Public Library

# data[].attributes.body
Start with this album and click back to view the other Idea Box albums.

# data[].attributes.body
"Developing a Learning Commons." Teacher Librarian 42.5 (2015): 48-50. Academic Search Elite. Web. 7 Feb. 2017.

# data[].attributes.body
Explore #learningspace Twitter stream.

# data[].attributes.attachment_link.readable_text
We've detected that JavaScript is disabled in this browser. Please enable JavaScript or switch to a supported browser to continue using twitter.com. You can see a list of supported browsers in our Help Center.
Help Center

# data[].attributes.body
Kolod, Lauren, and Barbara Ungar. "A Collaborative Journey The Learning Commons." Teacher Librarian 43.4 (2016): 22-27. Academic Search Elite. Web. 7 Feb. 2017.

# data[].attributes.headline
Launching a Makerspace: Lessons Learned From a Transformed School Library

# data[].attributes.subject
Launching a Makerspace: Lessons Learned From a Transformed School Library

# data[].attributes.body
By Katrina Schwartz

JULY 31, 2016

# data[].attributes.attachment_link.readable_text
"We had no budget for furniture, zero, none," Luhtala said in an edWeb webinar. "I had this big empty space, but no furniture." But, she found some old science tables in the district's storage area and some unused stools to go with them. That was enough.

"Find the storage space for your district and see what's available because chances are there's stuff no one wants," Luhtala said. "Those are conversations worth having. I encourage you to be bold."

Luhtala also didn't want to over-plan what would happen in the makerspace. She wanted it to develop naturally from student interests. So, she didn't spend much money buying materials at the outset. She picked up a few things like basic craft supplies and Legos that other teachers had recommended, but she took her cues from the students.

"I really didn't want to go beyond that because I wanted to see what the kids wanted," Luhtala said.

Early in the school year students immediately took over the sofa spaces, but they didn't really know what to do with the rest of it. One day a student asked Luhtala what she was planning to do with the space. She asked what he wanted. He suggested Legos. She had those, so she brought them out. Another student suggested craft supplies. Luhtala brought those out, too. Pretty soon students were asking for all kinds of things, mostly recyclables, and Luhtala now keeps track of requests on a spreadsheet.

EVOLUTION OF THE SPACE
Luhtala soon started covering the tables with butcher paper to hide the old, scratched surfaces. Teachers would often meet in the makerspace and sometimes doodle on the butcher paper. Students recognized their teachers' artwork and soon students started doodling, too, sometimes adding to each other's designs, but mostly respecting whatever artwork was already there.

"That students and the teachers started to make those connections in the space was really important," Luhtala said. The makerspace became a neutral place where students and teachers could create together and interact more casually. New Canaan High School has an open campus, so students come to the makerspace in their free time. Sometimes they use the space to work quietly on a project alone; other times they come in groups.

"Sometimes de-stressing alone is really important," Luhtala said. She's also found that there's an ebb and flow to the popularity of the makerspace throughout the week. It's usually slow on Mondays, but busy on Fridays, which Luhtala believes indicates students are prioritizing their time well. "By Friday they are ready to unwind and they are ready to get more creative," Luhtala said.

Some students work on projects for class in the makerspace, and some teachers assign projects with the knowledge that the makerspace can be a resource for students. For example, students in a ninth-grade class were each assigned a planet and had to create an extraterrestrial who could survive on the conditions of that planet. Another time an English teacher asked students to create something that represented a theme or character from the most recent book they'd read.

"They invent their own learning," Luhtala said of the students. A few students asked for pullback motors to use with the Lego cars they had built. Luhtala immediately saw the motors were well worth the investment because they turn a Lego project into a physics experiment. Students got interested in questions of friction and started researching on their own how speed and weight affected the movement of their cars.

By the end of the year, the makerspace was a casual meetup area. Luhtala might be teaching a group of students about citations in the same area as another student working to build a monster truck. And teachers would sometimes hold book discussions in the makerspace, finding that students were more engaged in the conversation when they could doodle on the butcher paper or make a Lego structure at the same time.
TECHXPERTS
" TechXperts " are student-experts that help out in the library. With the advent of the makerspace, Luhtala asked this group of students to work on a bigger project to solve a problem around the school. They decided garbage was an issue and programmed a zumba to roam around the school hallways and yell out, "hurray," whenever someone threw a piece of garbage in the can.

The TechXperts have also been a huge help managing the makerspace. Each student naturally gravitated toward certain materials and tools and became the go-to person when anyone had a question about how to use them.

Luhtala's careful way of making sure students direct what happens in the makerspace has paid off in a number of ways. Students feel like the space is their own and work to keep it clean. Luhtala allows food in this part of the library, a move she was worried would lead to the makerspace looking like the pigsty that is the school's cafeteria. But instead, students are careful with their food and trash. Luhtala found that when she gave students the trust and responsibility to take care of the space, they rose to the challenge.

One student, Miles, was so excited about the makerspace that he spent an entire semester laying the groundwork for a program that would allow students to get credit for doing a large, long-term project in the makerspace. He wrote a curriculum that would require students to write a paper about their project as well as lead a workshop. He made a wiki, set up a blog, created a Twitter handle and even gathered articles and other ideas for coursework.

"He set up the groundwork for us to really make this meaningful so we can carry this forward," Luhtala said. Miles will be a freshman at Duke next year. When the university accepted him they made specific note of how impressed they were at his involvement in the makerspace.
LOGISTICS
Luhtala has found that the space works best when she puts out one project at a time and rotates them frequently. That doesn't mean students can't use other tools, but she does try to intentionally offer up a project to spark interest. The materials are stored in labeled bins and Luhtala has put together a photo album with a picture of the item and where it is located.

Luhtala didn't buy a 3-D printer until January. "I would love to say it was transformational, but it wasn't," Luhtala said. Students seemed more excited to make things out of recycled materials than they were about the fancier technology. That may not be true in other makerspaces, but Luhtala found that engagement and buy-in throughout the building was very high at relatively small expense in her first year of running a makerspace.
AN ELEMENTARY SCHOOL MAKERSPACE
Makerspaces can be a positive experience for kids at all ages, but there are different considerations for different grade levels. In elementary school students all have the same schedule, so a library makerspace may need to be part of the formal library program. And, unlike high school where students can manage the space, little kids need more supervision.

"My first big challenge was how to balance matching curriculum and giving students some free opportunity to explore," said Andy Plemmons, the librarian at David C Barrow Elementary in Athens, Georgia. He has facilitated a makerspace for the past several years. Demand is so high he often must choose between using the space to support teachers in curriculum-based projects and honoring the learning that happens when kids have freedom to tinker and pursue their own projects.

"It seems to me that when kids come into the makerspace, they sort of all get put on the same level," Plemmons said. "Most of the stuff is new to all of them." He says the makerspace has helped him connect with students who didn't seem to have any interests or who are seen as behavior problems in class. Anyone can excel at making, and many kids show a different side of themselves when given the chance.

"You see kids jump in and start trying things and taking risks that they might not take in other subject areas," Plemmons said. Students often have perceptions of themselves as certain kinds of learners that the makerspace can disrupt. Plemmons likes to remind students of how they struggled through a making problem when they encountered difficulty in an academic subject.

"When you move into an area where a student puts up a wall, you can go back to the makerspace and help them make that connection that it's really the same type of skill for approaching a problem in another area of life," Plemmons said.

Like most teachers and librarians, Plemmons wears many hats and running the makerspace is just part of his job. He encourages teachers to come to him if they have even the seed of an idea to see how the makerspace might be able to add a quality hands-on element to a unit. And, he has partnered with the University of Georgia school of education to bring in student teachers who help run the makerspace during open tinkering times. Kids come in at recess to tinker, and some teachers will even let students go to open-tinker times while the class is doing something else.

# data[].attributes.attachment_link.title
Launching a Makerspace: Lessons Learned From a Transformed School Library | KQED

# data[].attributes.attachment_link.description
"We had no budget for furniture, zero, none," Luhtala said in an edWeb webinar. "I had this big empty space, but no furniture." But, she found some old science tables in the district's storage area and some unused stools to go with them. That was enough.

# data[].attributes.body
Paperback – June 8, 2016

by Rebecca Louise Hare  (Author), Dr. Robert Dillon (Author)

Bob Dillon is a local St. Louis educator.

# data[].attributes.headline
Webinar: MacGyver Librarianship: The Art of Doing More w/Less!*with your hosts:Jennifer LaGarde & Mark Samberg

# data[].attributes.subject
Webinar: MacGyver Librarianship: The Art of Doing More w/Less!*with your hosts:Jennifer LaGarde & Mark Samberg

# data[].attributes.body
Check out the Resource List attached to the webinar's wikispace.

# data[].attributes.attachment_link.title
TL Virtual Cafe - MacGyver_Librarianship

# data[].attributes.body
http://tlvirtualcafe.wikispaces.com/Organizing+Your+Library

# data[].attributes.body
Twitter hashtag with ideas from Jennifer LaGarde's resources.

# data[].attributes.attachment_link.readable_text
We've detected that JavaScript is disabled in this browser. Please enable JavaScript or switch to a supported browser to continue using twitter.com. You can see a list of supported browsers in our Help Center.
Help Center

# data[].attributes.headline
MacGyver Librarianship: An Exercise in Crowdsourced AWEsomeness!

# data[].attributes.subject
MacGyver Librarianship: An Exercise in Crowdsourced AWEsomeness!

# data[].attributes.attachment_link.readable_text
I hope everyone reading this has a "big idea" friend. That person with whom no topic of conversation is too improbable or idealistic. That friend who often feels more like a coconspirator than a traditional bestie. On those nights when you look up at the sky only to see the bat signal glowing persistently in the dark, this person is your first call. For me, that guy is former school librarian and forever genius, Mark Samberg.

One of the many reasons why having a big idea friend is so important is because we all need someone with whom we can share our craziest notions and map out our most ambitious plans for changing the world. In fact, it was during one of these very conversations that Mark and I had a crazy idea: what if MacGyver had been a school librarian? You know MacGyver, of course, that mullet loving, plaid wearing, boy scout/heart throb from the 1980s who could repair a broken nuclear reactor with just a paperclip and a piece of chewing gum? That guy. What if HE had gone to library school and was then faced with his most difficult challenge yet: creating instructional magic in the library with not enough support and too few resources?

Crazy? You bet! But we felt we were onto something.

So... we set out to create a presentation that would both empower school librarians to continue advocating for the best possible resources for their students, while also providing them with practical examples for making the most out of what they already have at their disposal. We didn't know if anyone else would be interested in what we had to share, but we knew we'd have fun putting it together. And we did. We really, really did.

What happened next, though, was completely and utterly amazeballs.

It only took sharing our presentation a couple of times for us to realize that a) the world is full of school librarians who are already MacGyvering (yes, I just turned Angus MacGyver into a verb) the heck out of their own libraries and b) the hashtag #macgyverlibrarianship was a thing that absolutely had to exist. So... we started asking for examples to share in future presentations, and boy did the Twitterverse deliver! We've received suggestions from around the world involving spray paint, old wii remotes, post it notes, suran wrap, an endless supply of rulers and about a million uses for weeded books. Seriously, the stuff people have shared has been incredible. I've no doubt that our unfortunately coiffed hero would be so, so proud!

What's more, the ideas just keep coming.

Last week I had the honor of sharing this presentation with some truly badass school librarians in New Hampshire, and today the #macgyverlibrarianship hashtag has been on fire. What these librarians, along with all the others from around the world who have channelled their inner MacGyver and then turned to Twitter to share their work, know is that the very thing you consider to be a small idea could, in fact, make a BIG difference for someone else. Although the particulars may be different, in some ways, we're all trying to crack the same puzzles. Why not share what we know? Put another way: individually we may be pretty great, but none of us is as awesome as we all are together.

Wanna know more? (And you know you do). Checkout the #macgyverlibrarianship hashtag and, if the spirit moves you, toss in a few ideas of your own. Not only will you be contributing to our collective awesomeness, but you never know when Mark and I will share your idea(s) during a future presentation (with credit, of course). PLUS we'll also add your name to our ever growing phone tree of super heroes to call the next time the bat signal goes up.

# data[].attributes.attachment_link.title
MacGyver Librarianship: An Exercise in Crowdsourced AWEsomeness!

# data[].attributes.attachment_link.description
I hope everyone reading this has a "big idea" friend. That person with whom no topic of conversation is too improbable or idealistic. That friend who often feels more like a coconspirator than a traditional bestie. On those nights when you look up at the sky only to see the bat signal glowing persistently in the dark, this person is your first call.

# data[].attributes.headline
CC High School Unveils School Library of Future

# data[].attributes.subject
CC High School Unveils School Library of Future

# data[].attributes.body
Includes a shopping list.

# data[].attributes.attachment_link.readable_text
Gone are the days of dusty shelves, rarely opened books and lots of shushing. Today's school library is focused on collaboration, technology and a new way of encouraging students to explore ideas that stretches way beyond anything the traditional library could accommodate.

In early January, Culver City High School unveiled its new Digital Library Media Center (see video at https://www.youtube.com/watch?v=oo1bxgBvlxk).

Filled with the latest technology and informal collaborative spaces, the center sets the vision for the future of all Culver City classrooms and learning spaces: modular furniture, state-of-the-art audio/visual tools, a collaborative design and writable spaces.

Funded by the voter-approved Measure CC bond, the new Digital Library Media Center, includes the following upgrades:

5 Mobile Media:Scapes

5 Samsung UHDTV Monitors

4 Interactive HD Projectors with two-way in-wall Extron Speakers

10 HDMI Inputs with Extron Touchscreen Control Panels

Mechanical Shade System

Enhanced Wi-Fi/Data/Power

8 Brody WorkLounges

10Verb System Multi-configuration Tables with Verb Whiteboards

1 Media:Scape Lounge Seating Area with 6 Stools

1 Regard Seating Bench with 4 Portable Computer Stands

Thread Power Track

6 Alight Ottoman

New Carpet

Ez-rite Walltalker dry erase surface wallpaper

"We are very grateful for the support of the community in providing the funding for this critical project through the passage of our Measure CC bond," said Mike Reynolds, Assistant Superintendent, Business Services.

The District's Library Supervisor, Asunción Romo, Jr., said the renovation of the library reflects the District's commitment to 21st Century learning.

"The new Culver City High School Library Media Lab is a versatile, state-of-the-art learning environment that supports collaborative, project-based work as well as individual focused work," he said. "It is the classroom of the future."

# data[].attributes.attachment_link.title
CC High School Unveils School Library of Future

# data[].attributes.attachment_link.description
Gone are the days of dusty shelves, rarely opened books and lots of shushing. Today's school library is focused on collaboration, technology and a new way of encouraging students to explore ideas that stretches way beyond anything the traditional library could accommodate.

# data[].attributes.headline
Virtual Tour Of Culver City High School's Digital Library Media Center

# data[].attributes.subject
Virtual Tour Of Culver City High School's Digital Library Media Center

# data[].attributes.attachment_link.entities[].name
Google Venice With iLuminate & GirlsWhoCode

# data[].attributes.attachment_link.title
Virtual Tour Of Culver City High School's Digital Library Media Center

# data[].attributes.body
Big huge remodel project for Naperville High School Library

# data[].attributes.attachment_link.entities[].name
Elissa Malespina Napervlle North High School Library