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from our FRL Leadership Summit

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Collections by Follett is a new, collaborative way for educators to collect and share resources from anywhere, at any time, and with anyone.

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The Very First Future Ready Librarian Summit!

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Animoto's video maker turns your photos and video clips into professional videos in minutes. Fast and shockingly simple - we make video creation easy.

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FILM FESTIVAL PADLET WITH ALL 8 WeVideos IN ONE SPOT! 

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FILM FESTIVAL PADLET WITH ALL 8 WeVideos IN ONE SPOT! 

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https://padlet.com/shannonmmiller/futurereadylibrarianfilmfestival

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To the tune of Justin Timberlake's "Can't Stop the Feeling".

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As technology becomes increasingly essential in our daily lives, students need to develop new skills in order to succeed. Within the classroom, students may be required to use tablets, complete online research, and take digitized assessments. In day-to-day life outside the classroom, students are inundated with information and opportunities available online-but many lack the access or skills to use these resources.

Experts have coined a term for this tech-savvy knowledge: Digital literacy. Digital literacy may become the new buzzword in education as parents and educators alike work to help students prepare for a world that is increasingly online. But what exactly is digital literacy? Why are some students struggling to learn these skills, while others come to school with as much-if not more-technological know-how as their teachers? And perhaps most importantly, how can educators close this digital literacy gap?
What is digital literacy?
For educators seeking to define the importance of technology in the classroom, the library at the University of Illinois at Urbana-Champaign is a resource that works closely with librarians and faculty. The University Library notes that digital literacy involves a plethora of skills: "Literacy includes the ability to read and interpret media, to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments." In short, digital literacy is defined not only by the ability to use technology to read and write, but by the ability to use it effectively.

Although digital literacy is clearly important in many aspects of modern life, not all students have equal access to technology. As educators make strides in bringing online reading resources into their classrooms, it has become clear that some students have a steeper learning curve in achieving digital literacy.
A double disadvantage
In terms of digital literacy, students from low-income households are at a disadvantage compared to their more affluent peers. According to a 2013 Pew Research study, 39 percent of Advanced Placement and National Writing Project teachers of low-income students believe their school is "behind the curve" when it comes to effectively using digital tools in the learning process. In contrast, just 15 percent of those teaching higher-income students rate their schools poorly in this area. According to the same study, "56 percent of teachers of the lowest-income students say that a lack of resources among students to access digital technologies is a 'major challenge' to incorporating more digital tools into their teaching; 21 percent of teachers of the highest-income students report that problem."

This disparity between high- and low-income students leads to additional challenges in the classroom, as low-income students also have less access to books and print material in their homes compared to their high-income peers. If some students are able to read and use the internet for school projects in their homes while others only have access to these resources at school, the literacy gap-both print and digital-will continue to widen.
Closing the (digital) literacy gap
While the gap between high- and low-income students' access to newer technology is apparent, so too are the efforts to fix it. According to a 2014 Stanford Center for Opportunity Policy in Education paper titled Using Technology To Support At-Risk Students' Learning, "The good news is that research shows that if at-risk students gain ready access to appropriate technology used in thoughtful ways, they can make substantial gains in learning and technological readiness."

For years, various education and charitable organizations have provided print books to low-income students to help close the literacy gap. Now, the same method is being applied to help disadvantaged students access technology in their homes. On the national level, President Obama widened his ConnectEd initiative to bring high-speed internet to K-12 schools and libraries by introducing the ConnectHome expansion in 2015. The pilot program proposed to bring the internet-and the literacy resources it provides-to low-income American families by providing broadband, tech training, digital literacy, and new devices to residents in assisted housing, including nearly 200,000 children.

Individual school districts can help, too. For instance, Washington state's Kent School District provides laptops to each of its students in the seventh grade and higher, and allows students without at-home online access to do their homework at "internet kiosks." Within the classroom, educators can provide one-to-one access (one device per student) to help support students who are at a disadvantage for learning technological skills. According to the Stanford Center for Opportunity Policy in Education paper, "Researchers have found that one-to-one availability is particularly important for lower-income students' ability to gain fluency in using the technology for a range of learning purposes, since they are less likely to have these opportunities at home."

For low-income students, using technology in the classroom can create an additional hurdle to learning if they are not already familiar with using technology at home. By helping low-income families access the internet and technological devices and providing one-to-one technology access at school, educators can help bridge the digital literacy gap. As we move further into the digital age, dual literacy in print and technology is the key to success for our students, both inside and outside the classroom.

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The Importance of Increasing Access to Digital Learning Tools

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As technology becomes increasingly essential in our daily lives, students need to develop new skills in order to succeed. Within the classroom, students may be required to use tablets, complete online research, and take digitized assessments. In day-to-day life outside the classroom, students are inundated with information and opportunities available online-but many lack the access or skills to use these resources.

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Use it as a model.

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I am now doing a lot of my day to day Library blogging at the SMS Library Website I created for my library. I just recently wrote a blog post on creating a grant for a makerspace which includes the...

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Contributed by Jill DeFarno, elementary librarian One of the reasons I made the leap from the comforts of my classroom to the LMC was that I wanted a change and a challenge. Little did I know that I was going to get a lot of both.

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Future Ready Librarians as Instructional Partners

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Future Ready Librarians as Instructional Partners

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Future Ready Librarians as Instructional Partners

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Post contributed by Kristen Mattson, Ed.D., high school librarian When I first saw the Alliance for Excellent Education's Future Ready Librarians Framework, I was excited to note the inclusion of "Collaborative Leadership" and "Builds Instructional Partnerships" as descriptors of an excellent school librarian.

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Britten Follett

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Now with LITERACY!

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ISTE Standards-E and FRL Crosswalk 6-2018.pdf

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Explore the ISTE Standards, the definitive standards for learning and teaching with technology.

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Mark Ray

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7 Ways | The ISTE Standards for Students Music Video

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Collaboration Is Key for a Respected Library Leader

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Transform Your Library Now, Ask Permission Later

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Leadership Spotlight - Suzanna Panter_11958.pdf

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Developing a Large Library Program by Starting Small

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Leadership Spotlight - Stephanie Ham_11953.pdf

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The Power of Social Media for Librarians

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Leadership Spotlight - Sherry Gick_11922.pdf

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Servant Leadership in the Library

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Leadership Spotlight - Kristen Mattson_11933.pdf

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A Dynamic District-Wide Program through Advocacy and Training

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Failure is Learning in the Library

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Building a Leading Library

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Leadership Spotlight - Craig Seasholes_11917.pdf

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A Community of Peers Makes All the Difference

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Leadership Spotlight - Carolyn Foote_11930.pdf

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Librarianship and the 21st-Century Leader

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Leadership Spotlight - Audrey Church_11921.pdf

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Innovation Starts with Library Leaders

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Leadership Spotlight - Joyce Valenza_12036.pdf

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Future-Ready Librarians Lead

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Personalized professional learning handbook 4 6 18

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Issuu is a digital publishing platform that makes it simple to publish magazines, catalogs, newspapers, books, and more online. Easily share your publications and get them in front of Issuu's millions of monthly readers.

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see code FRLLeads

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Protecting Student Privacy While Using Online Educational Services

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Protecting Student Privacy While Using Online Educational Services

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Protecting Student Privacy While Using Online Educational Services

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Educators in the system are data-literate. They are aware of the legal and ethical responsibility to ensure security, accuracy, and privacy in the collection, analysis, exchange of, and reporting of data. They understand the potential uses and misuses of data in the teaching and learning process and act accordingly.

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From Teacher Librarian to Thought Leader | Take the Lead

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From Teacher Librarian to Thought Leader | Take the Lead

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School Library Journal article

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By Kathleen M. Moore on

As I began my Lilead Fellowship in 2015, collaborating with two dozen powerful library supervisors from across the country, I quickly discovered I wasn't a library supervisor in the traditional sense. My Lilead colleagues held that official position in their respective districts. I, on the other hand, was a curriculum coordinator, responsible for professional development in my suburban California school district.

Here in northern California's San Ramon Valley Unified School District, 12 credentialed teacher librarians and two dozen classified library media coordinators serve more than 32,000 students.

Right from the get-go, I knew I had a lot to learn, and I did. The issues shared by my Lilead colleagues-positive exposure to current library problems and practices, issues and ideas, and structures and solutions-allowed me to craft a transformative vision for our school libraries. The more I learned, the more I became focused on spotlighting our library program. Our district librarians were already doing much to support, promote, and enrich district initiatives. But they were doing it quietly, practically in the shadows. My priority became getting them noticed.

Shining a light

Together, we built a presentation that we shared with administrators and the school board, highlighting librarians' expertise as instructional leaders. The librarians began offering professional development sessions on 21st-century skills, information literacy, and digital citizenship. They initiated book clubs-Kate Roberts and Maggie Beatty Roberts's DIY Literacy: Teaching Tools for Differentiation, Rigor and Independence [Heinemann, 2016] is a current favorite-and facilitated teacher cohorts to research and design curriculum for new programs.

Kerri Pike, our lead high school librarian, used her position on a budget oversight committee to strongly advocate for increased staffing, funding, and resources. She also published Toilet Paper, a monthly library newsletter posted in faculty restrooms. Librarians further increased their visibility by collaborating on a more formal quarterly newsletter distributed district-wide, explicitly connecting their work to district initiatives. And they made a conscious effort to build a strong presence on social media, energizing their Facebook pages, blogs, and Twitter posts.

These past two years we've worked hard to turn "perception = reality" thinking on its head. Our new normal is "reality = perception." We were committed to shifting the impression of the library as a quiet place to study and check out books from a shushing librarian to that of a vibrant learning hub headed by a tech-savvy, future-ready literacy leader. By getting out there-leading workshops, supporting initiatives, publishing newsletters and articles-our librarians gained recognition for the role they play in every aspect of the district's work. Librarians are critical to the success of district initiatives, and implementation of those initiatives is critical to the success of all students.Their increased visibility has transformed the perception of who a librarian is and what a librarian does. These days, they are everywhere, spreading the power of literacy as a tool for equity and social justice. Our librarians know that they are the first line of defense against ignorance and injustice; they promote spaces where all students can develop their passions, access credible resources, be exposed to current social issues, and wrestle with multiple perspectives. These library leaders believe that it is a moral imperative to prepare students to think critically, research ethically, and act with empathy and compassion.

"you don't know what you don't know"

This is strategic positive exposure. We realized that the old adage, you don't know what you don't know, applied to our situation. Until the librarians began garnering repeated positive exposure, they were nearly invisible. Last spring, two of our elementary librarians were nominated as classified employee of the year at their respective sites, the first time in recent memory that someone from the library world has been so recognized. In fact, one was further honored as the district and the county classified employee of the year, another event that had never happened before. While we can't say for sure all of our work toward positive exposure led to the recognition, we can't help but believe it played a role.

The work continues. This year we have a new superintendent who comes from a district that replaced librarians with technicians. He hadn't been privy to the work that our team of thought leaders had been spearheading, and the ways they had transformed teaching and learning. He didn't know the roles they'd played in building maker spaces, teaching coding classes, or supporting a revolutionary new AP seminar and research program.

So they showed him. Teacher librarians met with him to share ideas and artifacts highlighting the transformative work they lead. They invited him to come watch them in action. He listened, paid attention, and asked the right questions. We think he got the picture. Positive exposure matters.
Lilead Fellow Kathleen M. Moore is the curriculum coordinator in the San Ramon Valley Unified School District in northern California and the City of San Ramon's Poet Laureate.

This article was featured in our free Extra Helping enewsletter.
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From Teacher Librarian to Thought Leader | Take the Lead

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By Kathleen M. Moore on As I began my Lilead Fellowship in 2015, collaborating with two dozen powerful library supervisors from across the country, I quickly discovered I wasn't a library supervisor in the traditional sense. My Lilead colleagues held that official position in their respective districts.

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Gain Support When You Support District Goals

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Gain Support When You Support District Goals

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School Library Journal article

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By Rachel Altobelli on

In a relatively large district like mine-Albuquerque (NM) Public Schools-tying the school library to district priorities can seem simultaneously obvious and impossible. I have encountered few district initiatives that wouldn't be improved by their close and careful integration with school library programs and resources, but school and district administrators sometimes do not realize the potential lurking helpfully within their walls.

This past year, the Lilead Fellows project has helped me refine and articulate strategies that yield results, fitting library programs into and around existing district goals. The way to success, for me, at least, has been to start small, build a network of library advocates, dream big, and never stop working for transformative change.

Sometimes, especially during times of administrative transition, it can be difficult to sync up with academic goals that are not yet fully defined. Through these changes, of which my district has had several recently, my department focuses on aligning library programs with our district's practical and logistical priorities.

My department has never had a formal role in hiring or placing teacher librarians, but this year, we placed librarians in elementary schools for summer school. I might dream of inquiry-based curriculum throughout the district, but help with placement was what my district needed, and the project was successful. Since we knew each librarian's background, we were able to align placements with their philosophies, experience, and commuting preferences, the latter being surprisingly important in a sprawling city. Now we have happy principals who have one less thing to worry about, and happy regular-year librarians who will come back to organized libraries. Plus, we have laid the groundwork for more in-depth collaboration with administrators.

It's hard to predict where the best future partnerships might develop. I try to be proactive about promoting what our librarians are doing-and what they could do in the future with the right support. Every district meeting, no matter the official subject, is an opportunity to figure out how librarians can help fix problems or improve practices. A series of meetings about student logins offered a chance to position librarians as the potential digital integrationists my district increasingly needs. This led to the inclusion of our library department as a presenter at the annual district Tech Camp for teachers and principals.

Our participation will support district goals as they relate to digital resources and give us a chance to show, with real-life examples, everything that libraries and librarians offer. The amazing work of our librarians is the most powerful argument we have, and hearing about what has worked with students in our district resonates more than any study could. That power is amplified when a teacher returns to her school site and talks about how she's improved her practices through working closely with her librarian and using library resources.

Between the librarians and my department, we surround our colleagues with information and options. Wherever they turn, there's a friendly librarian with a potential solution or improvement. As a district administrator, I might have a meeting about new furniture with a principal who has chosen not to hire a librarian. In the course of that meeting, I might mention some of the great things teacher-librarians are doing in our district. The principal will be much more likely to follow through and hire a librarian. The same applies if they attend a larger principals' meeting and hear about the ways other schools are successfully integrating technology in the classroom through collaborations between teachers and librarians.

Ultimately, I've found that the best way to promote successful partnerships is to, well, be a librarian. We listen to questions and help people figure out what they really want to know or do. We help people be successful, whatever they're trying to accomplish or create. We offer solutions, and we help people figure out how to find solutions on their own. We show up, listen carefully, offer guidance, help with other people's projects, collaborate, teach, and learn. We have all the answers-or we know how and where to look them up, which is just as good.
Rachel Altobelli is director of library services and instructional materials for Albuquerque Public Schools and a 2015-16 Lilead Fellow.

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Gain Support When You Support District Goals | Take the Lead

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By Rachel Altobelli on In a relatively large district like mine-Albuquerque (NM) Public Schools-tying the school library to district priorities can seem simultaneously obvious and impossible. I have encountered few district initiatives that wouldn't be improved by their close and careful integration with school library programs and resources, but school and district administrators sometimes do not realize the potential lurking helpfully within their walls.

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Collaborate Across Teams, Silos, and Even Companies

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Collaborate Across Teams, Silos, and Even Companies

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Article from Harvard Business Review

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Everywhere I turn right now, I hear leaders talking about their need for collaborative leadership. It's being identified as the fundamental differentiator in achieving strategic objectives. In order to make a difference though, it has to go beyond the polite, thoughtful behaviours of involving others, sharing information and lending strength when it's needed. I define real collaborative leadership as: facilitating constructive interpersonal connections and activities between heterogenous groups to achieve shared goals. It is proactive and purpose-driven.

Dubai Airports offers a case study. Leaders there are being incredibly proactive in their collaborative leadership efforts, with a very clear purpose. While already running the world's busiest airport (passenger traffic grew to almost 66.5 million in 2013, a 15% rise on the previous year), they recognized that to achieve their vision of becoming the world's leading airport company, they need to drive a new service culture through the 3,400-person organization. But they knew they couldn't make a meaningful change in their culture alone. To change customers' real experience of Dubai Airports, they needed to engage their vendors and partners as well.

One of the outcomes is a customer-service training program that is being rolled out over a three-year period across many stakeholder organizations and 43,000 employees. The Dubai Airports team is investing in training for over 39,000 people outside of their own organization, aiming to ensure behavioral consistency and therefore customer experience consistency at every possible touch point. Samya Ketait, VP for Learning and Development says, "This is a huge project, but a worthwhile one. It means that regardless of who you meet at Dubai Airports - a police officer, a cleaner, an immigration officer... you should have the same positive customer experience. Collaborating with our stakeholder leaders has made this possible."

While it's spoken of highly in organizational life, it's not something that necessarily comes easily. It may seem like a lovely, generous gesture of Dubai Airports to offer to provide customer-service training for so many other organizations' employees, but the leaders from outside who bought into this collaborative processes had to weigh the costs of their employees' time out of work to participate, and to trust Dubai Airports with training their teams in a way that would match their own organization's values and objectives. To sustain the three-year collaborative process and achieve its goals, these leaders recognized the behaviors that would make it work. When it comes to collaborative leadership, these factors can drive success:

Focusing on interests rather than positions. As with negotiations and conflict resolution, one of the most important keys to successful collaborative leadership is focusing on interests rather than positions. When leaders are "collaborating" they are typically not from the same team - otherwise we would most likely frame it as "teamwork." What makes teamwork different from collaboration is the goal. In collaborative leadership cases the goals may be different - the leaders may have different positions, but yet common ground can be almost always be found at the level of interests. In collaborating with others ask, "What's most important to you here? What really matters?" Encourage their openness and foster trust by sharing personally what your main drivers are.

Being an agent and a target of influence. We spend a lot of time in leadership development helping professionals to have greater influence (i.e. be a more successful agent of influence). Rightly so, as influence (e.g. influencing people towards common goals) is at the core of what constitutes leadership. Of equal importance when it comes to collaborative leadership, is being prepared to be a target of others' influence. This requires: openness to alternative ideas; inquisitiveness to understand the foundation of others' arguments before pushing back and asserting one's own ideas; and recognition of the value the other party has and therefore can add to the collaborative venture.

Having clear roles and responsibilities. Research has shown that where leaders are successfully leading together, they have a clear sense of who is responsible for what. Mapping out these roles and responsibilities early, and refining them along the collaborative journey, ensures a smoother road.

Sharing and acknowledging the credit. We know that acknowledging our own part in a problem, even if it's taking only 5% of the blame, alleviates tension during conflict and leads to faster reconciliation. The reverse is true of facilitating collaborative success. Acknowledging others' contributions - be they big or even incredibly small, in the success of our ventures, energizes them in our collaborative efforts. Nothing undermines collaborative leadership like one leader taking - be it actively or passively allowing others to allocate them - all the credit.

Carving out space and time to collaborate - and a mission worthy of that effort. Too often in organizational life we know we're meant to be collaborating and so try to squeeze it into our schedules when really we just want to get the pressing things on our to-do list done, or collaborate simply to the point of meeting our own immediate priorities. In order for collaborative leadership to be purposeful and sustainable, it needs to meet all parties' true interests, warrant their time, and help them achieve their core objectives. Leaders need to highlight why this particular collaboration matters (not just extol "collaboration" in general), what difference it will make, and encourage the project's participants to create the time and space it deserves.

One of the most exciting parts of the collaborative leadership journey is that while it is purpose-driven (there are clear goals and objectives in mind to achieve along the way), the end is unwritten: we never know where our collaborative leadership efforts may take us. One door opens another possibility and one creative venture prequels another.

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Collaborate Across Teams, Silos, and Even Companies

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Everywhere I turn right now, I hear leaders talking about their need for collaborative leadership. It's being identified as the fundamental differentiator in achieving strategic objectives. In order to make a difference though, it has to go beyond the polite, thoughtful behaviours of involving others, sharing information and lending strength when it's needed.

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Libraries with No Bounds: How Limitless Libraries transformed Nashville Public Schools’ libraries

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Libraries with No Bounds: How Limitless Libraries transformed Nashville Public Schools’ libraries

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School Library Journal article

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An ambitious partnership between Nashville Public Library ( NPL) and Metro Nashville Public Schools has led to a successful program called Limitless Libraries. The program was launched in 2009, and since then circulation has soared with a near-threefold increase at one Nashville school; students have easier access to scores of popular digital books, DVDs, and Playaways; and public and school libraries have joined forces to create a new generation of lifelong library users. During the past three years, the program has grown to include 128 schools after starting at just four high schools, and students and teachers have checked out almost 100,000 items because of the easier access to the local public library.

Nashville Mayor Karl Dean came up with the idea for the partnership in 2008 as he looked for ways to leverage the city's resources. "Through this partnership, I believe we can create world-class libraries in our schools," said Dean said at the time. Through Limitless Libraries, NPL has helped modernize and expand school collections by weeding out outdated books and by using the city's purchasing power to efficiently acquire new material. Additionally, students and teachers have near-instantaneous access to NPL's entire collection, plus several local university collections. School-issued student IDs are used as city library cards.
Strong foundation for a bright future
Because of Limitless Libraries, all of Nashville's high school collections are up to the state standard of nine items per student with audiovisual resources in every school and key purchases made, including ebooks and the online resource Rosen's Teen Health and Wellness. Easier than ever before, students and teachers can access all of NPL's databases. In addition, about 200 ereaders were purchased, so every school librarian can check them out to students. School librarians feel empowered by the added attention that their programs are receiving. Nashville students can now tap into the city's collection of more than 1.5 million items, which can be delivered straight to their schools. During the 2011-2012 school year, more than 97,000 items were sent to Metro Nashville Schools by courier. Even more encouraging, 25,000 students registered as NPL's patrons, and 15,000 of them were first-time public library users.

Nashville's 74 elementary schools were added to the program this school year, making Limitless Libraries available in all 128 of the city's traditional schools. There are plans to create hardy collections of audiovisual and English learner materials for elementary school students, and NPL recently teamed up with Follett to create a 2,500-item ebook collection. Additionally, the city is funding a longitudinal study of the program, in which the library will be working with education researcher Keith Curry Lance and his partners at RSL Research Group.
The beginning stages
From the get-go, a partnership seemed like a win-win situation. NPL already had an efficient, centralized collection development and procurement system, and librarians began identifying ways to work this system into high school libraries. It was clear that improvements to school libraries could easily be made by sharing resources and providing students with access to more learning materials.

As a first step, a steering committee was convened, I was appointed to head up the project by Donna Nicely, who at the time was NPL's director. We met with administrators from the public library, Nashville's Metro Schools, and the mayor's office. There's no denying that the partnership demanded flexibility from every entity as each area would be required to do things differently. NPL and the school libraries were accustomed to operating in silos. But everyone involved agreed on the end goal: to provide students with the best possible library experience with ample selection choices.

Concerns in the implementation process included public librarians who worried about whether staffing levels could handle the additional responsibilities of such a program. At the same time, high school librarians expressed concerns over being "taken over." With a clear vision, strong leadership, and a collaborative mindset, the groups worked together to overcome these obstacles. NPL has received additional staffing, and high school librarians see nothing but benefits from the partnership.
Next steps
As a next step, high school media specialists were recruited for a pilot program. During meetings hosted at local schools, school librarians had the chance to express needs and concerns. Everyone worked together to find solutions for many valid concerns, including how the school library collections would be modernized. As an example of that collaborative spirit, both NPL and school library personnel worked together to weed outdated books off shelves. They manually pulled the books, boxed up the discarded titles, and, together, scrubbed the empty shelves. In meetings attended by both school and public librarians, they agreed not a single book would be purchased unless everyone agreed.

To help with the process, Karen Lowe was hired as a consultant to help create guidelines for the weeding and purchasing decisions. Lowe is a veteran school library media coordinator, a college instructor, and the author of the definitive article on collection assessment, " Resource Alignment: Providing Curriculum Support in the School Library Media Center" ( Knowledge Quest, November-December 2001).

In the second semester of the 2009-2010 school year, we thoroughly assessed the school libraries' collections. We tossed out antiquated or irrelevant titles and settled on what items to add. The city library also purchased 50 netbooks for the schools to lend to their students and teamed up with Ingram Digital to pilot 400 ebooks. Since the schools were now pooling their purchasing power, they were able to negotiate deeper discounts from vendors. There was also an increase in the number of vendors that schools did business with, and new arrangements were made for their orders to arrive processed and shelf-ready, which had never been done before. School librarians were thrilled that all that was required was to simply unpack the books and place them on the shelves.
Through the roof
The first four months of the program were truly remarkable. All of the pilot's initiatives were accomplished, and a strong relationship with the school librarians was established. By the end of the pilot program in May 2010, circulation at all high school libraries had improved. The most significant increase was at the Pearl-Cohn Entertainment Magnet High School, an inner-city school, where circulation improved by an astonishing 286 percent.

Weeded items, such as Little House on the Prairie and The Little Prince, were replaced with culturally relevant, engaging materials-many of which were in nonprint formats. Suddenly, school library collections became the hottest ticket in school. School librarians also discovered the power of audiobooks to attract students, especially reluctant readers and those who read below grade level. Audiobooks, especially Playaways, became huge hits, and school librarians have been quick to notice the difference they've made in many students' lives. "One student comes in a couple of days a week with her Exceptional Ed teacher," said a media specialist. "She does not like to read, but now she loves Playaways. She's on her second book in three days." And here's what another high school librarian reported: "New seniors were faced with reading Metamorphosis. They were a bit behind. One borrowed the book on CD, the other [borrowed] the Playaway-and were they ever thankful." Before the joint program got rolling, our school librarians never had the funds to purchase these types of resources.

As a result of Limitless Libraries, many unexpected opportunities have emerged that are truly amazing. School libraries now regularly take part in public library programs, such as Teen Read Week and Food for Fines, an annual event in which patrons' overdue fines are waived in exchange for jars of peanut butter, cans of soup, packages of pasta, and other food items that are donated to the local food bank. (Fines are reduced by one dollar for each item they contribute.) Plus, city and school librarians have started to talk more to one another, sharing valuable information about programming, reading lists, and upcoming events. In short, everyone has started to communicate more about how best to serve students.

When Lowe conducted a survey at the beginning of the first year, she found that half of the respondents were fearful or skeptical of the program. But in a similar survey conducted at the end of that school year, not a single librarian objected to it. In fact, at the end of that first year, these are the types of comments that were heard from media specialists: "NPL spent the mayor's money so wisely and improved my collection. In fact, my circulation is up 170 percent over last year and school just started. I am thrilled." And "I've been telling other librarians what a great experience it was participating in the NPL/MNPS pilot project.... [It's] a win-win for everyone."

Not surprisingly, librarians who have participated in the pilot program have become evangelists for Limitless Libraries, soothing the fears of their colleagues and assuring them that the school and public library are truly partners. When funding was expanded for the 2010-2011 school year to include all 16 of the city's high schools, we immediately planned an in-service session with the additional school librarians. We devoted plenty of time to getting their input, listening to their concerns, and following through. By working in a collaborative way, we gained their trust. Students have responded favorably to the program, and circulation statistics are going through the roof.

The program has been improved every step of the way. Working with school administrators and city attorneys right before the 2010-2011 academic year began, a Memorandum of Understanding was drafted to allow schools to share student-directory and parental permission information with NPL. This allows Limitless Libraries to receive daily updates on student data to import into NPL's Innovative Millennium system. As mentioned, students' IDs now serve as their public library cards. City library staffers know if students have permission to use the courier service and place holds on public library items. The school courier visits the main library every day, and students with permission can pick up their public library materials at their school library. Home information is updated if it changes at school.

Kent Oliver, NPL's director, fully embraces the vision of Limitless Libraries. "I look forward to continued growth and success of the program as we seek ways to further expand Limitless Libraries and make a literary impact on our youth."

Limitless Libraries is truly groundbreaking, and it's being modeled around the country. Any public school system and public library can replicate Limitless Libraries. As stated in the Limitless Library motto, which was penned by a Nashville eighth grader, "The future is in your hands, make it limitless."

Tricia Racke Bengel is NPL's associate director for collections and technology services. In March 2012, Library Journal (SLJ 's sister publication) named her a "Mover and Shaker" To find out more about Limitless Libraries, visit www.limitlesslibraries.org.

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Libraries with No Bounds: How Limitless Libraries transformed Nashville Public Schools' libraries

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An ambitious partnership between Nashville Public Library ( NPL) and Metro Nashville Public Schools has led to a successful program called Limitless Libraries. The program was launched in 2009, and since then circulation has soared with a near-threefold increase at one Nashville school; students have easier access to scores of popular digital books, DVDs, and Playaways; and public and school libraries have joined forces to create a new generation of lifelong library users.

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Connect Your School With The Indianapolis Public Library 

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Connect Your School With The Indianapolis Public Library 

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The printing press changed the world, fueling a global renaissance in learning, art and science and upending historical power structures. The shift from print to digital is having an even more profound impact. It has taken hold in two decades rather than two centuries, transforming communication, democratizing learning and creating new markets.

Today we live, learn, work and play on digital platforms. The five largest companies are digital platforms (Alphabet, Amazon, Apple, Facebook and Microsoft). Most of us hop seamlessly from a communication screen to a production screen to a shared screen, and we often use several simultaneously.

Tremendous progress has been made in K-12 education in this country over the last 20 years, even in low-income communities. Most schools have broadband connections, devices for every student or two and practices that have begun to personalize student learning.

But challenges remain in these early days of developing new personalized learning models. These 10 strategies promote excellence and equity in elementary and secondary schools in the digital learning age. The first five are the basics of access, the second five are the basics of quality.

1. Support 1:1 Take-Home Technology

The combination of inexpensive devices (especially Chromebooks) and open education resources have made it cheaper to provide digital access to great instructional resources than textbooks. It also powers blended and anywhere anytime learning models. A few interesting facts around this:

Maine is the only state to provide 1:1 take-home technology to secondary students. Everywhere else, it's up to school districts.

The Mooresville Graded School District near Charlotte, North Carolina, was a 1:1 pioneer and demonstrated that in a low-spending district (relative to other North Carolina districts) it was possible to provide all students with a full-function laptop.

Beginning in 2012, Council Bluffs, Iowa; Leyden, Ill.; and the Richland Two schools in South Carolina, became early leaders in adopting Chromebooks.

A user fee of $25-$50 for take-home laptops has been adopted by some districts to cover insurance and can usually be paid in installments for those who need payment assistance. Some districts cover the cost for low-income families upon request.

Full 1:1 access makes possible the transition from textbooks to digital instructional materials, particularly open resources. Several school districts have partnerships with open educational resources:

The El Paso Independent School District in Texas worked with CK-12 Foundation to develop 30 open high school flexbooks. El Paso teachers adapted CK-12 content with their own touches and aligned the content with Texas standards. Savings from planned textbook adoptions helped pay for laptops for every high school student.

The Santa Ana Unified School District in California partners with Gooru for customized playlists of open content.

Schools in Atlanta, Los Angeles and New York use open digital playlists from PowerMyLearning.

Six districts are piloting comprehensive open math curriculum from nonprofit Open Up Resources.

Some 1:1 schools and districts are reluctant to allow students to bring devices home because of safety concerns, particularly if the students wear recognizable uniforms and walk in dangerous areas. This difficult choice puts more pressure on home and community connectivity solutions.

2. Support Community Broadband Access

Home connectivity is important to support extended learning opportunities and full digital equity. In a limited number of cases, school districts may provide a connected device (tablet or laptop with hotspot) to students lacking home access, but this quickly becomes cost prohibitive to do at scale. The most common effort to promote home connectivity are community partnerships including low-cost broadband services (about $10 per month) and encouraging and mapping community Wi-Fi hotspots.

Taking advantage of the urban density, the Santa Ana district made efforts to boost home internet access by boosting school signal strength to cover nearby apartment units and, in partnership with the city, increase access to Wi-Fi hotspots. Where that doesn't meet the need, school libraries check out filtered wireless hotspots for home use. One hot spot often covers multiple students.

Santa Ana's deputy superintendent, David Haglund, says home access is improving as families have found ways to access the internet. "The most recent technology survey in Santa Ana found that 85 percent of families have internet in the home. We use the hotspots as a strategy to solve for the remaining 15 percent." The district is also in talks with the city regarding a citywide broadband initiative.

In Alabama, the Huntsville City Schools put Wi-Fi on buses with extended travel time. In addition to more study time, the district experienced a big drop in discipline problems on the buses equipped with Wi-Fi.

Coachella Valley Unified Schools in California provides students with a mobile device and, according to superintendent Daryl Adams, "parks buses in isolated rural areas to provide access for students and families with no internet service."

3. Encourage BYOD

Because the vast majority of secondary school students nationwide today bring their own device to school, most districts have dropped their phone bans and allow teachers to decide when and how students can use phones in class.

Bring your own device policies should be used to create a high-access environment - a three-screen day that includes a mobile device, a production device and a large sharing/editing screen. BYOD doesn't replace a school district's commitment to 1:1 access. Rather, it augments this commitment and creates a three-screen day with extended learning opportunities.

4. Support Digital Literacy

"Digital learning is mission-critical because digital literacy and digital collaboration don't come naturally," says Jan Rashid, assistant superintendent of Des Plaines School District 62, located in a Chicago suburb. "Writing digitally is not the same as using Facebook or Snapchat."

To prepare students for middle school, high school, college and beyond, the district uses a digital literacy curriculum. Students have 24/7 access to the content, so they can work in class, at home or on the bus.

Santa Ana dropped its ban on cell phones and encouraged students to bring their own device and use their own network. While that makes other administrators nervous, Haglund thinks locked-down networks are like teaching young people to drive on a Disney amusement park ride. Instead, he believes we should teach students to become responsible digital citizens.

Common Sense Media provides a free comprehensive curriculum designed to help students to think critically, behave safely and participate responsibly online.

Districts serving diverse and low-income communities are finding very high smartphone penetration rates. Highline Public Schools, near Seattle, uses the SchoolWires mobile application to connect with parents and share assignments, contacts and calendar events.

Coding as Digital Equity?

Schools are rapidly adding coding to the curriculum as an important career skill. Web developers without a college degree can earn good money. Coding in high school can expose students to careers in computer science.

When coding is taught with robotics, problem-solving and maker experiences, it encourages computational thinking. At Olin College, a next-generation engineering school west of Boston, just-in-time computing is taught across the curriculum. Students learn the programming skills they need to solve the problem they are working on.

While valuable, these "add coding to the curriculum" instincts miss the broader implication - artificial intelligence is rapidly impacting lives and livelihoods.

We used to code algorithms to perform specific tasks. Now we can code them to learn, and the more data the algorithms are exposed to, the smarter they get. Artificial intelligence (and its subsets, machine learning, neural nets, and natural language processing) currently results in narrow forms of machine intelligence - programs that are very good at specific tasks.

A recent Stanford study noted numerous ways that artificial intelligence is transforming social media, healthcare, retail, transportation and the employment landscape. Over the next decade, machine intelligence will broaden in capability rivaling humans in increasing respects. The report suggests that, in addition to in introducing coding and computational thinking, school communities should discuss the emerging ethical and economic questions implications of artificial intelligence.

6. Adopt Broader Aims

Houston ISD and Marion City Schools in Ohio hosted community conversations about what graduates should know and be able to do. AASA calls it Redefining Ready .

In addition to traditional measures, these districts built a graduate profile embracing broader aims including growth mindset, collaboration and critical thinking. Districts benefiting from Next Generation Learning Challenges grants use the NGLC MyWays outcome framework that add workplace success skills and "wayfinding" or navigational and decision making skills.

7. Support High-Quality Personalized Learning

Developing a blended and personalized learning environment is complicated. Districts including Washington D.C. have in-house experts that help school staffs make good decisions about building, adopting or adapting a learning model. Some D.C. schools have partnered with NewClassrooms and others have adopted the Summit Public Schools personalized learning plan. Over 100 schools districts nationwide have formed a partnership with nonprofit New Tech Network and benefit from their personalized project-based learning model, platform, and support services.

8. Support Access to Rich Curriculum Options

Houston ISD uses digital curriculum to support 10 different deployment models to extend access and student learning options. Online learning, with a teacher at a distance, provides and expanded list of electives and world languages. Blended learning provides personalized attention and supports tailored approaches to credit recovery. Digital curriculum supports Advanced Placement courses as well as career and technical education.

9. Support Teacher Development

Like students, teachers deserve access to blended, personalized and competency-based learning experience. Fulton County, Georgia identified and trained 400 Vanguard Teachers, about four per school. These teachers provide support and lead conversations about new learning models. Schools received technical assistance specific to their plans when they were ready to move-a great example of supporting teacher leadership and providing the right professional development at the right time.

10. Support Parent Guidance

As the digital divide narrows, a new divide of concern is the quality of guidance regarding screen time and learning opportunities. Technology is an amplifier and can accelerate the development of 21st-century skills or be unproductive (or even dangerous). Districts should support robust parent communication (No. 5) and education to ensure that all students have access to quality formal and informal learning experiences.

It's time to push for full digital equity - take-home technology, engaging learning models, quality learning opportunities, well-supported teachers and parents.

For more, see:
A version of this article originally ran in the March edition of the AASA School Administrator magazine. Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update . This post includes mentions of a Getting Smart partner. For a full list of partners, affiliate organizations and all other disclosures please see our Partner page

Tom Vander Ark is author of Smart Parents, Smart Cities and Getting Smart. He is co-founder of Getting Smart and Learn Capital and serves on the boards of 4.0 Schools, eduInnovation, Digital Learning Institute, Imagination Foundation and Charter Board Partners. Follow Tom on Twitter, @tvanderark.

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10 Strategies Promoting Digital Access and Equity | Getting Smart

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The printing press changed the world, fueling a global renaissance in learning, art and science and upending historical power structures. The shift from print to digital is having an even more profound impact. It has taken hold in two decades rather than two centuries, transforming communication, democratizing learning and creating new markets.

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Ways to Get Technology for Your Classes. PledgeCents: Improving K-12 Learning Through Community Funding. Edu Tech Stories: A Pledge: Get Nikki To ISTE. Home. 1.

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Follett Community : Blogs : Learn How to Perform a TitleWise Collection Analysis (watch recording)

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TitleWise Online Collection Analysis is a tool designed to help you assess your library collection and identify strengths and areas of needs, make decisions about purchases and weeding and have the information you need to advocate for your library.

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The Heart of the School...Iowa’s Van Meter District Plans Library Expansion

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The Heart of the School...Iowa’s Van Meter District Plans Library Expansion

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School Library Journal article

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About 21 miles west of Des Moines, Shannon Miller is renowned for putting her school library front and center for any learning moment on campus and for helping to create a collaborative conclave where K-12 students and teachers-and, of course, Miller herself-buzz within an educational hive. But Miller, district librarian and technology specialist for Iowa's Van Meter Community School District, never expected that her fiefdom would literally morph into the physical heart of the K-12 school...until now.

At the core of an upcoming multimillion-dollar renovation, Van Meter's library will grow into a 2500-square-foot space planted right in the middle of the school. For Miller, the project is the ultimate opportunity to get all of her students together in a learning cacophony-which is just how she likes it.

"One thing I can't wait for is a space where we are all together," says Miller, whose own son is a third grader at the school. "I love it when the library is crazy and super noisy. I can't wait to have more collaboration. It will be even better."

Currently, Van Meter serves 852 K-12 students in one building. The main structure was built in 1928, with multiple additions made to that hub over decades. As the librarian for the entire district, Miller serves all students across every grade, from the upper-school students to the lower-school ones, each with their own library on the main floor connected by Miller's office in the middle. She divides her time between the two libraries, each so small that neither can fit much more than one class at one time, says Janelle Thompson, Van Meter's instructional strategist and assistant principal.

Enter a bond passed by the community this past April that granted the school district $7.8 million for multiple upgrades-affording Van Meter the opportunity to carve new space from old. The mantle fell to architect Johnny Boyd, who jumped at the chance to bring the school into the 21st century, aligning the physical space with the educational path that stakeholders, including Miller, are setting the school on today.

Boyd started his work by spending time with Miller as she bounced from space to space. Miller would help students blog in one area, then conduct a Skype interview with authors in another. Sometimes Boyd would find students packed in Miller's office recording content that would later be mixed into a podcast, just one of myriad projects she's launched at the school.

"Johnny started out just interviewing me, asking, 'What would you have in your space if you could, if nothing was holding you back? What would you have for your kids?'" she says. "When he would come into my office, he would see the students collaborating or recording and say, 'I see what you're using your space for because there is no other space.'"

Finding room for such creative endeavors with students will no longer be an issue when the renovations are complete. Plans call for a new gymnasium as well as upgrades to the current gym to allow it to house fine arts performances. There will also be subtle adjustments to nearly every corner of the school, from closet spaces to classrooms, the cafeteria to hallways.

And of course there's the library. Every inch of the structure was considered in order to build in as much elbow room as possible for students, teachers, and Miller. And while the building will not be a completely new structure, the collective changes should make the space feel transformational to the school's community.

A Wish List for Learning

As Van Meter began to draft plans for its new LIBRARY, teacher librarian Shannon Mller lost no time in crafting her wish list for the architect, Johnny Boyd. At the top? Flexibility, some creativity, and lots of digital play space for students. In particular, she hopes for:

1. Movable shelves, preferably on wheels, along with walls that can be changed around to open up more space for students, and lots of oval and round tables at which they can work together.

2. A maker space stocked with LEGOs, recycled materials, art supplies, tools to make and record music, and even MakerBot 3-D printers, for which she has already applied through the DonorsChoose program.

3. Comfortable seating and work areas for students, including high-top tables and chairs, couches, soft chairs, and smaller, lightweight chairs "for the little ones," Miller says.

4. Window displays and nooks where books and resources-even digital ones-can be highlighted; these spaces should be accessible from the inside but also seen from outside of library.

5. A technology wonderland: Everything from green screen areas for creating visual effects to a soundproof booth, along with dedicated space to connect virtually with others complete with a movable screen, mounted speakers, and a projector.

6. Charging stations, so students and teachers will feel free to come into the library to charge their devices whenever they need to.

7. Creative collaboration. Miller envisions a space where students can brainstorm ideas, where they can get messy and creative without worrying about paint on the walls or surfaces.

Miller says, "Now we'll have a space designed just for these opportunities that we have been doing for the last five years, taking our school library outside of the four walls and into the world."

Dashing new digs

The soon-to-be-constructed new library will contain collaboration areas, recording rooms, and, of course, books. An Internet café will round out the renovation project. There, high school students will be able to order up a macchiato while doing homework, working on an interactive class project or, yes, even reading.

Retractable glass will make up some of the walls, allowing the school to create even larger spaces as needs arise, such as when big groups work together in the library at the same time as an entire class is learning there. There will be room for all. Tables will be more versatile, creating bigger work stations that can move more easily to accommodate students' needs, and charging stations will be peppered throughout the space for all their technology.

Even with all the planned details, Miller says the design goals are still very fluid as the start of construction is some months away. At the end of the last school year, for example, a separate space planned for using Nooks had shifted to a maker space, she says. That's in keeping with Miller's style-there's no status quo in her library. Projects change, spaces change, priorities change. The library will reflect her and the school's quest of offering students the best educational surroundings to support their learning today.

At a time when public and school libraries are fighting to make their relevance understood to state and district authorities, Van Meter may be something of an anomaly. Communities may rally around a public branch or school library during times of disasters. But putting the library directly in the physical center of the school-and funding that choice-makes a statement that stakeholders in Van Meter care about the library and know its relevance to students.

"The library tends to be the heartbeat of our school," says Thompson. "It's just a happening place."

As an instructional technologist, Thompson works with Van Meter's students who both meet and do not meet proficiency. She's particularly excited about the potential of the library expansion to impact student achievement, as she often sees students heading down to the library, learning a new skill, and then not having the time-or the space-to go back and work on strengthening that expertise with Miller.

Thompson believes the expansion, at its best, will allow more groups of students to enjoy the library's resources simultaneously. And while Miller can't be in every place at once, she'll have more opportunity to pop in, give a few pointers, and touch base with teachers before hopping to the next group.

"Kids are going to want to be in this new space," says Deron Durflinger, superintendent and secondary principal for grades 6 through 12. Durflinger tends to downplay the word "library" as it lends people to envision a space that is "quiet, with lots of books and aisles," he says. Instead, he likes to refer to the space as "information central," a nerve center for everyone at Van Meter.

Integrating tech tools

Plans call for students, educators-and, ideally, even parents-to be able to rely on the library as a kind of learning matrix, discovering new ways to integrate technology into their lives and the school's curriculum. "Information Central" will be one of the first spaces parents see when they enter the newly renovated space.

"We don't think of this as a Carnegie Library built in the 1900s," says Durflinger. "We want to see it as a central place where kids will want to be actively searching for resources, using resources, or having a fun place to be to work together. To have those resources, and Shannon, to get the support they need for whatever project they're doing."

Van Meter is already a one-to-one school in terms of devices and computers, and technology will continue to be core to the new library-and to Miller's focus. She is considered something of a technology mixologist-weaving Internet-based tools fluidly and thoughtfully into the school's curriculum. Her students are just as likely to utilize apps such as ThingLink and Animoto in their classwork as a pencil. Miller rarely considers a new app without imaging the way it can enhance the curriculum at Van Meter.

Whether that's kindergarteners using iPads, third graders downloading clip art, or sixth graders using EasyBib to create citations, Miller is everywhere weaving digital tools-and digital citizenship-into the library, student work, and the school.

The new space will support even more of this interactivity and digital learning. Construction isn't scheduled until late spring or early June 2014, so the community is still voicing its ideas on how they imagine the space being used when the doors open-ideally in August 2015 for the first day of school. Until then, stakeholders will be anxiously waiting to see that physical reflection of the learning happening at Van Meter.

"Our library is already different than traditional libraries," says Durflinger. "This will be an area where kids can come together and fit into our mission of personalized learning for each student today, and for tomorrow."

School Library Journal contributing editor Lauren Barack writes about the connection between media and education, business, and technology. A recipient of the Loeb Award for online journalism, she can be found at www.laurenbarack.com.

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The Heart of the School: Iowa's Van Meter District Plans Library Expansion

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About 21 miles west of Des Moines, Shannon Miller is renowned for putting her school library front and center for any learning moment on campus and for helping to create a collaborative conclave where K-12 students and teachers-and, of course, Miller herself-buzz within an educational hive.

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It All Began With An Empowered Librarian 

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It All Began With An Empowered Librarian 

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Follett Case Study

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Building a Successful Library Program Without Space or a Budget

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Building a Successful Library Program Without Space or a Budget

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Follett Case Study

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Librarianship in the 21st Century: Professional Development is the Key

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Librarianship in the 21st Century: Professional Development is the Key

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Follett Case Study