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In Park County, Wyoming, the number of COVID-19 cases is relatively low-only 31 reported as of August 11-and K-12 schools plan to open in-person on August 30. That's with the understanding that the plans could change at any moment and teaching could shift online.

"Part of our unwritten plan is to spend those first precious weeks when we can be together in person teaching those skills needed to access learning in a remote, virtual environment," says Jennisen Lucas, district librarian for Park County School District and 2021-2022 American Association of School Librarians (AASL) president-elect. "We hope we will have all year together, but the future holds what it holds."

In at least 38 California counties that account for roughly 90% of the state's K-12 students, private and public schools will be entirely remote for the foreseeable future. Two time zones east in New Orleans, classes will be remote until at least after Labor Day, and older students eventually will phase into a hybrid schedule. Down in Banks County, Georgia, in-person classes started on August 7, with high-risk students allowed to opt for remote learning. Masks are mandatory for staff and encouraged (but not mandated) for students.

No nationwide mandates exist for reopening K-12 school libraries this fall, and many schools were still putting together a plan as of August 11. For the dozens of K-12 school librarians who attended an AASL-sponsored virtual town hall on August 5, it seemed like everyone's reopening plans are a little bit different.

"There are 50 different states with 50 different plans," says Sylvia Norton, AASL executive director. "Within those states the district has a plan, and within those districts there's a site-based management plan. What we're doing is providing resources, so that [school librarians] can speak directly to the decision makers and advocate for their role."

AASL released its "School Librarian Role in Pandemic Learning Conditions" guidelines in mid-July as a framework for librarians to build their reopening strategies. Most of all, it's up to school librarians to figure out what works best within their state and district, and to be ready to adapt as the situation evolves daily.

There was a consensus at the town hall that library materials need to be disinfected and quarantined for at least 72 hours after they've been returned. That's in accordance with the Reopening Archives, Libraries, and Museums (REALM) project, a collaboration between OCLC, the Institute of Museum and Library Services, and nonprofit research organization Battelle Memorial Institute. The first phase of the REALM project found that the SARS-CoV-2 virus is not detectable on common library materials after 72 hours.

Still, there is intense debate about how to get books to students. Some school librarians are trying to figure out how socially distanced in-person browsing will work. Many others plan to provide concierge services, in which students browse collections online and the librarians deliver the books to classes or provide curbside pickup for remote students.

Shannon McClintock Miller, innovation director of instructional technology and library media at Van Meter (Iowa) Community School District, came up with a service called BOOKHUB, modeled after online food-delivery service Grubhub, that allows students to reserve books via the Destiny library management system or by using a printable form. A few librarians even plan to mail books to students.

"We're using everything but Pony Express," says Kathy Carroll, 2020-2021 AASL president and lead school librarian at Westwood High School Library Learning Commons in Blythewood, South Carolina. "We can be eager and ambitious because we need books in kids' hands, but there are set copyright guidelines for how we can share resources. Some of the licensing has been waived by publishing houses, but we have to stay abreast of the current terms."

Carroll's school will start virtually in late August on a three-tiered plan. Depending on COVID-19 testing numbers, the district will decide when to progress to the hybrid tier, then face-to-face learning. Her school pivoted to virtual learning in March. She thinks that school librarians are better equipped for the fall after navigating remote instruction in the spring.

"Some school systems have been online for a while, and they've purchased databases and had conversations about how to use online resources," Carroll says. "For other students and educators, it's been a new world. We heard stories throughout the spring about how librarians assisted other educators to get online."

In Hempfield School District in Lancaster County, Pennsylvania, parents can choose one of four learning pathways for their child to take when schools reopen on August 25: in-person; virtual real-time participation through Google Meet; entirely online through the HAVEN learning program; or a private school, charter school, or home education. Roughly three-quarters of the students chose the in-person option, says Cathi Fuhrman, Hempfield School District high school librarian.

"We need to provide the same welcoming, safe place for students in person and virtually," Fuhrman says. "The first few weeks will be about checking in with students and their social-emotional learning. School librarians have a myriad of tools to use-books, ebooks, and apps."

Most Hempfield staff have been told to prepare to teach in-person and online students simultaneously. For librarians, that might mean traveling to classrooms, using a laptop or tablet within the classroom for in-person students, and using a laptop or tablet as a camera to share lessons with students virtually.

"We hope to have time during in-service next week to practice teaching both face-to-face students who are social distanced as well as the students who might be in option two," Fuhrman says. "When we are coteaching collaboratively with secondary teachers, it will be a great opportunity to help each other. I see the classroom teacher working the camera while we teach information literacy and digital literacy skills to students, and then we as school librarians can then help the teacher by being the camera person for the teacher."

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School Librarians Face Reopening Challenges | American Libraries Magazine

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No nationwide mandates exist for reopening K-12 school libraries this fall, and many schools were still putting together a plan as of August 11. For the dozens of K-12 school librarians who attended an AASL-sponsored virtual town hall on August 5, it seemed like everyone's reopening plans are a little bit different.

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activities to add to your remote teachings

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activities to add to your remote teachings

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Welcome to our supplemental Social Emotional Learning Activities page!

As you will see below, many of the supplemental SEL activities and lesson plans include characters from our game-based, social emotional learning interventions. And when you use the online programs with your students, these activities will reinforce the learning that occurs during game play.

These supplemental resources - lessons, activities, and worksheets - are in the following SELskill areas: Communication, Cooperation, Emotion Regulation, Empathy, Impulse Control, and Social Initiation.

These resources are age-appropriate for elementary and middle school students and are typically used in a classroom or a small group setting. And in most cases, if materials are required for the activity, they are items that you already have in your classroom or office.
Note: Please share this page on your school website so other educators may also benefit.
Social Emotional Learning at Home

Additional Resources for Social Emotional Learning

Our classroom management plan is a step-by-step guide and includes proven strategies, tips and printables for elementary school teachers, and it covers four key components for establishing a successful, well-managed classroom.

These free downloadable posters will decorate your classroom and be great teaching resources, reinforcing social and emotional skills in your classroom and reminding students to practice their skills like emotion regulation, impulse control, empathy, and more.

Social Emotional Learning Quotes

For each of the topics below, we have curated a list of quotes. You can incorporate these quotes in your social emotional learning lessons, add them to social media images, create classroom posters, or write one on your whiteboard each day.

Need Something More Engaging And Effective For A Few Students?

Simply request a FREE Centervention educator account and start using our online programs!

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95 Free Social Emotional Learning Activities

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95 free social emotional learning activities, worksheets, and lessons to help students in elementary and middle school. Most are no-prep and ready to go.

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The DOE is committed to creating and supporting learning environments that reflect the diversity of New York City. To ensure that our website serves the needs of everyone, it follows the Web Content Accessibility Guidelines 2.0, Level AA. That means the sites work for people with disabilities, including those who are blind and partially sighted. We are committed to creating accessible digital experiences for all website visitors. If you require assistance with any documents on our site, please please call 917-521-3654, email mdodes2@schools.nyc.gov, or mail to: Michael Dodes, 4360 Broadway, 4th Floor, New York, NY, 10033 for assistance.

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New York City School Library System: COVID-19 Children's eBook Collection: COVID-19 Free eBooks

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The DOE is committed to creating and supporting learning environments that reflect the diversity of New York City. To ensure that our website serves the needs of everyone, it follows the Web Content Accessibility Guidelines 2.0, Level AA. That means the sites work for people with disabilities, including those who are blind and partially sighted.

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Reopening Archives, Libraries, and Museums (REALM) Information Hub: A COVID-19 Research Project

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Reopening Archives, Libraries, and Museums (REALM) Information Hub: A COVID-19 Research Project

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https://www.webjunction.org/explore-topics/COVID-19-research-project.html

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Active Learning while Physical Distancing

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Active Learning while Physical Distancing

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Active Learning while Physically Distancing

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Keeping parents informed is a yearlong responsibility, but one that has huge potential to make a positive difference in a child's educational experience. Parents don't need to be sitting in the classroom to help their child, but they do need to know what you expect from their children. Connecting with them through positive communication helps them reinforce the right academic habits and classroom behavior that will help students succeed.

Telephone calls, email, class Web sites, newsletters, and handwritten notes are all effective ways to maintain communication with parents.

Phoning Home
Telephone calls are the next best thing to face-to-face conferences. Experienced teachers offer their telephoning tips:

Make a practice of calling one parent a week to relay good news. Keep track of these "sunshine" calls to make sure each family receives at least two during the school year.

Telephone etiquette demands that we address the person we are calling by name. Many students have different last names from their parents. Make sure you know the name before you call.

Keep track of all calls made - good news or bad. Note the date, nature of the call, parents' responses, and outcomes. (A paper trail is very important for teachers today)

Your first call to a parent should be a positive one. One idea is to make welcoming call just before the new school year begins. Many kindergarten and first grade teachers find that welcoming calls not only help establish good rapport with parents, they ease young students' anxieties about going to school.

Call or email those parents who don't respond to a written invitation for group or individual conferences. A call lets them know you're interested, and it could encourage those who are hesitant.

Recently, technology has enhanced the telephone's effectiveness as a bridge between home and school. In some schools, each teacher has an answering machine or voice mail. They record a brief daily message about learning activities, homework, and what parents can do to extend or support classroom learning. Then parents can call anytime from anywhere to receive the information.

The Written Word (Electronic or Handwritten)
For school-to-home communication, email has vast potential. Electronic notes are fast becoming an important link between teachers and parents. If you have email access at school, take advantage of this powerful tool.

Other forms of writing are effective, too. Newsletters, monthly calendars, informal letters or notes, and interim reports are all ways teachers write to parents. In fact, writing is the most frequent form of communication between home and school.

There are two types of written messages sent home: messages for the whole class and messages about individual students. Most common among the whole-class messages are the newsletter and the open letter to parents. Most common among the individual messages are the personal notes to parents and weekly or monthly progress reports.

Newsletters
Surveys of parents consistently prove that they read school newsletters and consider them a useful source of information. Parents indicate that classroom newsletters are even more helpful.
Following are some ideas of what to include in classroom newsletters:

Announcement of upcoming events

Invitations to class activities or open house

Reminders

Lists of items parents could collect or save for class projects

Thank you notes to families who help out

Descriptions of study units and suggestions of ways to supplement units at home

Library schedule

Reprints of articles you think are important

Explanations of grading policies, standardized testing, and other means for assessing and evaluating performance

Explanations of behavior standards and consequences of misbehavior

Highlights of community resources such as a museum exhibit, play, concert, or television show

Children's writing and artwork

News about classroom pets, trips, celebrations

The format can be as simple as a typed letter or it can be a professional-looking newsletter with headlines and columns. (Most word-processing software has the capabilities for producing multi-column documents and other newsletter features.) Whatever format you decide on, keep it clean and uncluttered. Headlines help readers locate topics easily, and simple graphics help to summarize main points and grab attention. No matter what format you decide upon, use the same one for each newsletter so that it is instantly recognizable for parents.

Other points to consider when developing your newsletter, include:

Length: Keep newsletters brief and to the point. One or two pages (back-to-back to conserve paper) are sufficient for a weekly newsletter. More than that and it becomes too expensive and time consuming.

Tone: The newsletter projects an image of you and your class. What attitude do you want to convey? Serious? Whimsical? Proud and full of school spirit? You can convey tone through the words you use and the newsletter's format. Avoid jargon, and always proofread.

Frequency: How often you send home a newsletter depends upon your purpose. If you are suggesting supplemental activities, a weekly newsletter is probably your best bet. If you are showcasing student work and highlighting achievements or contributions, a less frequent newsletter will suffice. A weekly update can be more informal, and is less cumbersome and timelier. Also, many teachers report that parents find it easier to get in the habit of reading a weekly newsletter. However frequently you send a newsletter, send it on the same day each week or month so parents will learn to expect it and look for it. And, don't forget to date it.

Open Letter to Parent
Teachers who don't regularly produce newsletters-and even many that do-find that a general letter to all parents can be useful. For example, start the school year with an open letter to parents. This letter can cover nitty-gritty details, such as homework policies and student supplies that you wouldn't want to include in a personal welcoming call to each family. Send other letters throughout the year to make special announcements, explain a new policy, ask for volunteers, and so on.

Personal Notes
Starting with positive first contacts helps you to gain parents' trust and confidence before you have to enlist their help if a problem should develop.

Share good news about individual children with their parents. These warm touches on paper go a long way in cultivating good relationships with both parents and students. Has a child accomplished an academic goal? Helped you or someone else? Finished her or his homework on time? Tutored a younger child? Led a group? Let parents in on the good news. Good-news notes allow you to recognize and reward the efforts of individual students. For example:
Dear Mr. and Mrs. Jones,
I thought you would be pleased to know how well Amanda is progressing in reading. Her work improves every day, and her cheerful attitude brightens the whole classroom.
Sincerely,
Mrs. Howard

Two words of caution: Keep track of the good-news notes you send out so every student occasionally receives one (Some teachers routinely write several a week.) And never distribute the notes en masse. They are not special if everyone gets one.

Unfortunately, not all your personal notes will be good news. Perhaps you've noticed that a child seems sick, or constantly tired. Perhaps a shy student seems to be withdrawing more every day. You need to tell parents. But, if you have already contacted them on a positive note, chances are they'll be more responsive now to problems. Always let them know you share the problem.

No matter what the nature of your personal note, always invite a response. Urge parents to call you, schedule an appointment, or write back. If they don't, call them. Show them that you care.

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Keeping parents informed is a yearlong responsibility, but one that has huge potential to make a positive difference in a child's educational experience. Parents don't need to be sitting in the classroom to help their child, but they do need to know what you expect from their children.

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At the start of the COVID-19 pandemic, students had their world turned upside down. Schools closed their doors as the virus spread quickly through communities. Since then, we have learned a lot.

One of the biggest lessons: students learn best in-person, and many are also exposed to vital relationships, resources, and other experiences they need to thrive at school.

This school year, the American Academy of Pediatrics (AAP) is urging families to make attendance a priority for their child.

A recent federal study found that for all students, reading and math scores are lower this year than they were in 2020. Scores were worst among students who were struggling before COVID. Daily attendance can make a big impact on long-term success and good health.

Read on for ways to keep your child or teen healthy and in school.

Vaccines & boosters

The AAP recommends COVID vaccination for everyone 6 months of age and older. Kids who are fully vaccinated are at a much lower risk of missing school due to being ill with COVID-19. Fully vaccinated kids don't have to spend more time away from learning, friendships, sports and other activities.

Remember that fully vaccinated people can still become infected and spread the virus to others, but less than if they were not vaccinated. If your child or teen has recovered from COVID illness, they should still get the vaccine to reduce the risk of getting sick again.

Your child or teen should be up-to-date on all recommended vaccines, including flu, HPV, meningococcal, measles and other vaccines. Routine childhood and adolescent immunizations can be given with COVID-19 vaccines or in the days before and after. Getting caught up will avoid outbreaks of other illnesses that could keep your kids home from school. See Back to School: How to Help Your Child Have a Healthy Year for more information.

Masks, testing & staying home when sick

Masks are still a good idea. Although not required in many school districts, indoor masking is still beneficial. Masks help stop the spread of COVID-and other infections like the common cold or the flu. It is especially important to use well-fitting masks if your child is ineligible for the vaccine for medical reasons; immunocompromised; if a family member is at high risk; or there is a high rate of COVID in your community. Masks can help protect kids with immune compromise or disabilities from getting COVID, so they won't have to miss school.

Most children with medical conditions can wear face masks with practice, support and role-modeling by adults. Ask your pediatrician if:

Planning for outbreaks. Right now, COVID variants and other viruses are circulating. Schools need to plan for outbreaks that may occur. People who have symptoms or are at high risk should be tested, following Centers for Disease Control and Prevention(CDC) guidelines. And if you get a negative result on an at-home COVID-19 antigen test, the Food and Drug Administration advises repeat testing. This is because tests can sometimes show false-negative results.

COVID symptoms & what to do:

School-based support for students

Many families will be recovering from the impacts of the pandemic for years to come. Here are some of the supports that families can access through school.

Resources for families affected by housing or food insecurity

Access to high-speed internet and devices to complete schoolwork

Support, testing and necessary accommodations for students with an Individualized Education Program (IEP) or chronic, high-riskmedical conditions

Emotional and behavioral support and resources for students with anxiety, distress,suicidal thoughts and other needs

If your child needs support, do not hesitate to talk with your pediatrician and school staff (including school nurses). They are there to help you explore options and connect your family with support and resources.

More information

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covid19 and schools; back to school during covid19; school safety; in-person school; covid vaccines; masks; attendance; in-person learning; how to keep students teachers and staff safe; online virtual remote learning; masks for school; outbreaks

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This school year, the American Academy of Pediatrics urges COVID vaccines and boosters for students, teachers and staff, masking, testing and staying home when sick. See teeps to keep your child healthy and in school, in person, which is how they learn best.

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Reopening and Return To Learn Plans For Upcoming School Year

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Reopening and Return To Learn Plans For Upcoming School Year

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Padlet from Shannon McClintock Miller.

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WSWHE BOCES School Library Services

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First and foremost, we here at SLS want to help you in ANY way we can! As you can see from some of the items below, we recognize that your world is changing (again!), and so is ours. Please let us know what you need so we can continue to serve you.

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Empire State Information Fluency Continuum (ESIFC)

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Empire State Information Fluency Continuum (ESIFC)

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SLSA: Information Fluency Continuum: About This Project

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SLSA: Information Fluency Continuum: About This Project

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The Edward B. Shallow Library: Resources for the Whole Family

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The Edward B. Shallow Library: Resources for the Whole Family

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Переведите страницы в интернете на свой язык!

Перекладіть сторінки в Інтернеті на вашу мову!

Internetdagi sahifalarni sizning tilingizga tarjima qiling!

İnternetteki sayfaları dilinize çevirin!

Dịch các trang trên internet sang ngôn ngữ của bạn!

Tłumacz strony w Internecie na swój język!

Traduza páginas na internet para o seu idioma!

Traduci le pagine su Internet nella tua lingua!

Μεταφράστε σελίδες στο Διαδίκτυο στη γλώσσα σας!

Fordítsa le az internetes oldalakat saját nyelvére!

インターネット上のページをあなたの言語に翻訳してください！

আপনার ভাষায় ইন্টারনেটে পৃষ্ঠাগুলি অনুবাদ করুন!

თარგმნეთ გვერდები ინტერნეტით თქვენს ენაზე!

ترجمة الصفحات على الإنترنت إلى لغتك!

انٹرنیٹ پر صفحات کو اپنی زبان میں ترجمہ کریں!

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LibGuides: The Edward B. Shallow Library: Resources for the Whole Family

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Переведите страницы в интернете на свой язык! Перекладіть сторінки в Інтернеті на вашу мову! Internetdagi sahifalarni sizning tilingizga tarjima qiling! İnternetteki sayfaları dilinize çevirin! Dịch các trang trên internet sang ngôn ngữ của bạn! Tłumacz strony w Internecie na swój język! Traduza páginas na internet para o seu idioma!

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Caring for Yourself and Your Family: Resources and Tips from your Librarian

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Caring for Yourself and Your Family: Resources and Tips from your Librarian

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Every family situation is different. You can create a home environment that works for your family by thinking about some of the following tips, being relaxed about the choices you make, and never expecting yourself to be "perfect." Let your children be problem-solvers, too.

These tips are drawn from The National Child Traumatic Stress Network, a US News article by a child psychologist, and a blog post from the American Psychological Association.

Manage the Daily Routine

Create a daily schedule that works for you and your children. Build in time for children to work on their learning activities with minimal distractions. Also, build in quiet time each day for children to rest and enjoy playing on their own.

Establish work spaces for everyone in the household (for example, kitchen table, bedroom, living room couch).

Set up a schedule for access to devices, especially if one computer is being shared by several members of the household.

Build enough flexibility into the schedule so that it can be adjusted for special opportunities (like readalouds from the librarian or different authors, special programs available through the television or Internet).

Promote media literacy so that your children learn to be safe, responsible, and savvy in their use of social media. Limit the time your children spend on social media.

Maintain Physical Health

Take time each day for physical activity. Go outside, take walks or bike rides with your children, do exercises together, dance to favorite music.

Be sure that everyone is getting enough sleep. Experts say that children from 6-12 years need 12 hours of sleep each night; teens need 8-10 hours each night. You, also, need to get enough sleep.

Engage in Enjoyable Opportunities Together

Many arts organizations are offering free online performances and activities. With your children, you can watch a Broadway play, listen to a concert, watch a movie, take a virtual tour of a favorite museum, or even tour cities across the world. Check with your librarian to find out how to access these opportunities.

Engage in fun family activities like working puzzles, playing board games, reading books out loud, having scavenger hunts in the house, creating art, planning menus, cooking, and writing shared stories about invented characters.

Foster humor and positive thinking. Share jokes and riddles. Have a "gratitude time" every day, when every member of the family shares something they are grateful for.

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Every family situation is different. You can create a home environment that works for your family by thinking about some of the following tips, being relaxed about the choices you make, and never expecting yourself to be "perfect." Let your children be problem-solvers, too.

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Book & Reading Engagement Kit: Home Edition

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Book & Reading Engagement Kit: Home Edition

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Educator and Adult Access

Permission to post these buttons and direct access links in the public domain is granted through at least the middle of January, 2021.

Institution-Specific Access

Fill out this form if you would like to display your username/password on the public domain, or receive embeddable code for buttons and URLs like the ones above, yet customized for your institution.

Email us if you use Clever, ClassLink, or need anything else from us to make access as seamless as possible.

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TeachingBooks | Author & Book Resources to Support Reading Education

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Educator and Adult Access Permission to post these buttons and direct access links in the public domain is granted through at least the middle of January, 2021. Institution-Specific Access Fill out this form if you would like to display your username/password on the public domain, or receive embeddable code for buttons and URLs like the ones above, yet customized for your institution.

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The Digital Librarian's Survival Toolkit

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The Digital Librarian's Survival Toolkit

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CLICKABLE
INDEX!

Now more than ever, school librarians are necessary in our learning communities to support our students as they develop a joy of reading as well as skills in critical thinking, research, analysis, technology, and presentation. Within these pages, you will find months of hard work by some of the most talented school librarians that I know. They have volunteered to share their expertise with you through videos, text, and images. Please be respectful, and cite the individual authors when you reference their work. We hope this guide will not only be a reference for you, but also as a tool for advocacy and collaboration. Together we can empower your students to become thought leaders and change makers. The future is in their hands!

With gratitude, Kristina A. Holzweiss

Why "The Digital Librarian's Survival Toolkit"?

Email me at
lieberrian@yahoo.com:

- to connect with me
- to suggest an edit or an update
- to contribute to
this and future
books/projects

Hi! I'm Jean Pokorny, the cover artist for The Digital Librarian's Survival Toolkit. I'm a marketing and communications designer who thrives in striking a balance between analysis and creativity. As the owner of Corn Creative, and your success is my success. With a laugh that has never been described as "timid," I enjoy calligraphy, the rodeo, and artisan pickles.

I was so excited when my sister-in-law Kristina reached out to me to design the cover for this awesome resource. I'm impressed by all of the creative tips and tricks shared by school librarians from all over the country.

If you would like to connect with me, send me a message. I'd love to make your idea a reality!

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CLICKABLEINDEX! Now more than ever, school librarians are necessary in our learning communities to support our students as they develop a joy of reading as well as skills in critical thinking, research, analysis, technology, and presentation. Within these pages, you will find months of hard work by some of the most talented school librarians that I know.

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Many library spaces will be repurposed.  Thoughts on what this means for current and future library programs. 

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Many library spaces will be repurposed.  Thoughts on what this means for current and future library programs. 

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School administrators, educators, parents, and students are struggling with anxiety and uncertainty heading into the new school year, which is scheduled to start in early August for some schools in the southern part of the country.

Superintendents are busy preparing multiple plans: one with hybrid schedules that splits the student body into pods and staggered times for in-person and online instruction, another that is solely remote learning. The most optimistic among the plans-with the most building space to offer-shows an entirely in-person, "normal" schedule. They have provisions for a pivot to remote-only learning if the public health situation in their community requires it or there is an outbreak in a school.

For some librarians, however, the die has been cast even before those decisions are made: If students return to the buildings in the 2020-21 academic year, there will be no library waiting for them. The spaces are being turned into classrooms to provide the required social distancing between students. Guidelines recommend three to six feet between students.

Jennifer Powers, librarian at St. John's Episcopal School in Dallas, learned her library would become three classrooms with partitions between them.

"It's not just the library we're losing, we're losing our performance auditorium, our gyms, we're losing all the specialist classrooms," says Powers, who is entering her 13th year at the K-8 private school. "It's going to be a hell of a year for everybody. I guess that's the one thing that's saving me. I know it's not just me. We're all going through this. We all have to give up things."

Powers will be moving around the school with her cart full of books. She plans to place bins with lids in the hallway for returning books and let them sit quarantined for 72 hours, as per the most recent guidelines from the American Library Association, she says.

As Powers devised these plans and Texas hospitals filled to capacity, President Donald Trump tried to order schools to reopen. He and Secretary of Education Betsy DeVos threatened to withhold federal funding for schools that didn't comply. Those ultimatums meant little. Congress controls federal school funding, but some local districts feared that desperately needed pandemic payments could be withheld or redirected from public schools that are already underfunded. DeVos suggested that if public schools didn't open fully, the tax money would go to individual families to possibly be used for private schools.

For the most part, administrators seemed to be standing strong against those threats, putting the health and safety of their staff and students above all. New York City, the largest public school district in the nation, and the Philadelphia Public Schools announced a hybrid model. Los Angeles and San Diego counties said that they would be online-only in the fall as their COVID-19 numbers continue to rise. The California governor has started shutting things back down to try to limit the spread.

Throughout all of this, educators worry about their health and that of their families and students. Teachers' unions fight publicly for the safety of their members, releasing their own sets of guidelines and demands for the reopening of schools. In New Jersey, a draft of the New Jersey Education Association's demands went public on social media. Among other safety measures, the union wants staff and students tested for the novel coronavirus the week before school starts and then free, on-site testing for students and staff each week, as well as six feet social distancing at all times (some state guidelines say three to six is OK), plastic barriers where the distance can't be maintained, one-way hallways where needed, and masks worn at the bus stop.

The Richmond Education Association released a letter that read, in part, "At the present time, it is unequivocally unsafe for us to conduct in-person learning." It went on to list the reasons people give for schools to be open then responding to each with the what the union believes are the "right" questions society should be asking, including, "Why are our schools so poorly resourced that we can't even fund student and staff needs during normal times, and don't even come close to having the money to accommodate the adjustments that would be necessary to make partial in-school learning feasible during a health crisis?" and "If the economy so heavily depends on schools, why are businesses paying tax rates that allow for six figure salaries while schools don't even have functioning air-conditioning units?

Wait and see
Most schools are like Powers's school, waiting until the last possible minute to make the call, knowing only that things may not be anything close to "normal" and students will lose out whether they are in the buildings or not.

Powers and other specialists at her school are not the only ones giving up their space. Across the country, art and music rooms, gyms, and media centers are being lost as administrators desperately find ways to follow distancing recommendations. The Massachusetts guidelines call for making common areas classrooms: "Alternative spaces in the school (e.g., cafeteria, library, and auditorium) should be repurposed to increase the amount of available space to accommodate the maximum distance possible."

"My concern is this could be the beginning of the end, that once we learn to do without a school library for a period of time, the position will become irrelevant," says a Massachusetts high school librarian who asked that her name and school affiliation not be used. She said before the pandemic struck, there was already discussion of giving up some of the library space. Now, it is all of it, as she will be moved to a classroom to teach digital literacy. The books will remain in the stacks untouched.

"For the time being I'm being moved, the books are not," she says. "That begs the question, do we have a library if we don't have free access to the books?"

They do have ebooks, she says, but without the physical titles, it is a loss of half the collection.

Powers is hopeful that the promise that this is a temporary situation will be kept. Still, she can't keep fear from creeping in. There is already an issue with storage space, she has been told. Will the school have to get rid of the library furniture because there is nowhere to keep it? What if the smaller classes prove preferable?

"Usually when you move forward, how often do you go back?" she asks. "I really want to trust my head when she says this won't be permanent. I can't imagine how it would be permanent. I'm really hoping they're not going to split [the library] in half. That would be disastrous."

If the school is forced into completely remote teaching, she has been promised that she will have her own mandatory class with the students as opposed to the once-a-week optional situation at the end of last year. Many librarians struggled to find their place in the makeshift remote learning at the end of last year.

On the move

An elementary school librarian in New Jersey, who also requested her name not be used, is not losing her space for classroom use, but if school reopens as planned with a hybrid schedule, she has been told her media center would be closed. The plan is for her to go classroom to classroom and teach media literacy and technology (students will not be allowed to leave their classrooms).

"We're eliminating library circulation, readers' advisory, all the read-alouds," she says, adding that she will try to include some read-alouds in her media literacy lessons as she typically does when students come to her in the library.

As for the books, she can support teachers' lesson plans and circulate books to faculty members via a cart. The school would not even consider circulating physical titles to students until at least December, she was told.

Much like when schools shut down in March, librarians are reaching out to each other to discuss ways to get books safely into kids' hands when they can't go to the library. Some want to give children a book menu that allows them to pick their interests or list books they have enjoyed. Librarians could then drop off books in the classroom for students to take home. This year, many librarians are also seeking ideas about how to decorate, organize, and disinfect carts. The situation is far from ideal, but some are finding ways to stay positive.

New this school year, however, is talk about how to decorate, organize, and disinfect carts. The situation is far from ideal, but some are trying to be positive.

"I try to see the glass half full," says the New Jersey librarian. "I'm grateful for the cart. I'm grateful to be stepping in. I think we all can agree the library shouldn't be confined to those four walls."

Kara Yorio

Kara Yorio (kyorio@mediasourceinc.com, @karayorio) is news editor at School Library Journal.

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School Libraries Getting Repurposed in Reopening Plans

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As schools prepare multiple plans for the start of the academic year, some librarians around the country already know if they go back in-person this year, their spaces have already been slated for classroom use in an effort to meetsocial distance requirements.

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An international look at how libraries are handling reopening amidst COVID-19. 

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An international look at how libraries are handling reopening amidst COVID-19. 

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Last update: 13 October 2020

Key Resources for Libraries in responding to the Coronavirus Pandemic

The information and resources below are provided on a non-exhaustive basis but will be updated regularly. It is based on publicly available information, and that submitted to updates@ifla.org. We welcome additional ideas, references, suggestions and corrections to this address. Please see also our FAQs specifically concerning IFLA.

Do note also the upcoming special issue of the IFLA Journal focused on innovations in libraries during the COVID-19 pandemic. For more information, please see the call for submissions.

Understanding COVID-19 and its spread

Resources about the disease

Coronavirus refers to a family of viruses. COVID-19 - or Coronavirus Disease - is the infectious disease caused by a newly discovered type of coronavirus.

As the World Health Organization (WHO) has set out, most people infected with the COVID-19 virus will experience mild to moderate respiratory illness and recover without requiring special treatment. Older people, and those with underlying medical problems like cardiovascular disease, diabetes, chronic respiratory disease, and cancer are more likely to develop serious illness.

Common symptoms include fever, tiredness and a dry cough. Other symptoms include shortness of breath, aches and pains, sore throat, and very few people will report diarrhoea, nausea or a runny nose.

The best way to prevent and slow down transmission is be well informed about the COVID-19 virus, the disease it causes and how it spreads. The COVID-19 virus spreads primarily through droplets of saliva or discharge from the nose when an infected person coughs or sneezes.

Resources about latest cases

National authorities around the world are working to gather information about numbers of tests, infections and consequences. You should turn first to your national authorities for this information, as they should have the most recent data.

At the global level, the WHO is releasing daily updates on the situation. This information is used to build the WHO's dashboard on cases.

The Centre for Systems Science and Engineering at Johns Hopkins University is also maintaining a global map live, including figures on numbers of recovered patients. This is being used regularly in media reporting.

Library closures around the world

Libraries around the world are facing hard choices around which services to offer and how, ranging from minimal restrictions to full closure. We are aware that governments themselves are taking different approaches, sometimes ordering the closure of all institutions, others indicating that life should continue as usual, and others simply leaving decisions up to library directors.

Clearly any decision to restrict services or close a library is a difficult one and needs to be taken following an assessment of the relative risks.

We are currently aware of entire public library systems being closed in the following countries and territories: Albania, Argentina, Armenia, Azerbaijan, Bangladesh, Bolivia, Bosnia, Brazil, the Cayman Islands, Colombia, Costa Rica, Cuba, Mexico, Myanmar, Nepal, Panama, Paraguay, Peru, the Philippines, South Africa, Ukraine, and the United Arab Emirates.

In the meanwhile, libraries in the Aland Islands, Algeria, American Samoa, Andorra, Anguilla, Antigua and Barbuda, Aruba, Australia, Austria, the Bahamas, Barbados, Belgium, Bermuda, Bhutan, Botswana, Bulgaria, Canada, China, Colombia, Croatia, Cyprus, the Czech Republic, Denmark, Egypt, Estonia, the Faroe Islands, Finland, France, French Polynesia, Germany, Ghana, Gibraltar, Greece, Greenland, Guadeloupe, Guernsey, Hong Kong (China), Hungary, Indonesia, Iran, Ireland, the Isle of Man, Italy, Japan, Jamaica, Jersey, Latvia, Kenya, Lebanon, Liechtenstein, Lithuania, Luxembourg, Macao (China), Malaysia, Malta, Martinique, Moldovia, Morocco, Namibia, the Netherlands, New Caledonia, New Zealand, North Macedonia, Norway, Poland, Portugal, Réunion, Romania, Russia, Rwanda, Samoa, Seychelles, Singapore, Sint Maarten, Slovakia, Slovenia, South Africa, Spain, St Lucia, St Martin, Svalbard, Switzerland, Thailand, Trinidad and Tobago, Tonga, Tunisia, Turkey, Uganda, the United Kingdom and Viet Nam are beginning to re-open with precautions in place to protect health. Sweden, meanwhile, saw over 90% of municipalities keep libraries open, and 85% of municipalities even offer extended services. Libraries in the United States Virgin Islands re-opened in late July, but then were forced to close again in August. Libraries in the Czech Republic have, in the face of rising case-numbers, moved to cancel events again until the end of October.

Meanwhile, school libraries in 34 countries will have been affected by the closure of all educational institutions, while in others, at least some schools have been closed, according to figures from UNESCO. In many of these, university libraries are also closed.

National libraries too have closed to the public in Albania, Argentina, Azerbaijan, Bangladesh, Bolivia, Brazil, Chile, Colombia, Costa Rica, Côte d'Ivoire, Cuba, the Dominican Republic, Ecuador, Ethiopia, Guatemala, Guinea-Bissau, Jamaica, Kazakhstan, Kenya, Kyrgyzstan, Madagascar, Malawi, the Maldives, Mauritius, Mexico, Myanmar, Nepal, Panama, Paraguay, Peru, the Philippines, the Republic of Korea, Saudi Arabia, South Africa, Ukraine (Vernadsky), the United States of America, and Uruguay.

National libraries in Algeria, Andorra, Antigua and Barbuda, Armenia, Aruba, Australia, Austria, the Bahamas, Barbados, Belarus, Belgium, Belize, Bermuda, Bhutan, Bosnia, Bulgaria, Cabo Verde, Canada, the Cayman Islands, China, the Cook Islands, Croatia, Cyprus, Czechia, Denmark, Egypt, Estonia, the Faroe Islands, Fiji, Finland, France, French Polynesia, Georgia, Germany, Greece, Greenland, the Holy See, Hungary, Iceland, India, Indonesia, Iran, Ireland, the Isle of Man, Israel, Italy, Japan, Latvia, Liechtenstein, Lithuania, Luxembourg, Malaysia, Malta, Moldova, Monaco, Mongolia, Montenegro, Morocco, Namibia, the Netherlands, New Caledonia, New Zealand, North Macedonia, Norway, Poland, Portugal, Qatar, Romania, Russia, San Marino, Serbia, Singapore, Slovakia, Slovenia, Spain, Sri Lanka, St Lucia, Sweden, Switzerland, Tajikistan, Thailand, Trinidad and Tobago, Tunisia, Turkey, Tuvalu, Uganda, Ukraine (Yaroslav the Wise), the United Kingdom, Uzbekistan and Viet Nam have now re-opened on a limited basis. Some have re-opened and subsequently closed, in response to wider developments, such as was the case with Albania.

We welcome updates to this information at updates@ifla.org.

Managing different approaches to restrictions

Libraries in different parts of the world are facing very different situations, from broadly maintaining a full service to complete closure.

Drawing on experience around the world, libraries and librarians are finding themselves in one of a number of situations:

Business (more or less) as usual: in some countries, cases of the virus have been limited and governments have not taken any specific measures. Nonetheless, normal recommendations around good hygiene apply. In this situation, libraries are, for example:

Ensuring access to soap and warm water

Ensuring they have a supply of hand sanitiser

Keeping surfaces clean, including toys and library computers

Ensuring that staff and users are encouraged to take time to recover if they are feeling ill, rather than coming in to work

Providing pages with useful links to reliable information for users on their websites and promoting media literacy faced with potential misinformation online.

Some restrictions: there are more cases, and governments are beginning to act in order to limit larger events, as well as actively encouraging people to take extra measures to protect hygiene. In this situation, libraries are, for example:

Reconsidering programming such as storytimes or workshops, especially for groups at risk such as older users. Additional efforts to ensure hygiene, including through disinfecting hard surfaces. Removing riskier items such as toys or virtual reality headsets from circulation.

Considering whether to close study spaces where people may spend a longer time in the company of others.

Preparing for potential further restrictions, for example by ensuring that all staff have the skills and tools to work remotely (if this is possible) and that services, as far as possible, can still be provided digitally.

Minimal service: in many countries there are stricter measures still, with tougher limits on public gatherings, specific warnings for people at risk, and closures in the most affected regions. In these situations, libraries are, for example:

Fully closing spaces and only offering the possibility to borrow or return books at a counter, or via a book drop. Some countries are experimenting with drive-through pick-up and return of books. Others are only allowing visitors who have pre-booked.

Implementing quarantine policies on returned books (see below for further details).

Implementing plans to offer remote services for example eLending, eLearning, or support to remote teaching

Finalising and testing measures for all staff to work remotely and allowing those who can to do so already.

Full closure: where measures are strictest, libraries have either been forced to close, or have chosen to do so following consideration of the risks to users and staff. In these situations, libraries are, for example:

Ensuring that all staff working from home unless completely necessary. Where staff are coming into work, ensuring that they can do so while respecting rules around social distancing

Librarians are being reassigned to other duties in other departments within their municipalities, for example using information management skills to support health and social services

Providing ongoing communication with users about opportunities to use library resources or services

Organising digital story-times where copyright permits

Promoting use of digital libraries and other tools - including potentially investing in more content/licences

Offering an amnesty on borrowed physical books, and increasing the number of eBooks users can borrow

Making library spaces and equipment available for other activities, such as printing personal protective equipment.

Raising awareness of digital offers, both on the front pages of their websites, and through putting up posters in the windows of library buildings.

Preparing for re-opening: in a number of countries, there are already steps towards lifting restrictions, at least partially, with libraries potentially part of this. Timings remains uncertain, and clearly safety should be a priority. In this situation, libraries are:

Starting to make plans for gradual reopening when rules, permissions and library buildings and resources themselves permit this to happen safely, and making necessary changes to library policies. Carrying out a risk assessment, focused both on library activities and the wider situation, can be a key part of this.

Setting limits on numbers of people using the library at any one time, and establishing how to enforce these (for example through advanced booking, ticketing, or using other means of counting numbers of users), as well as preventing situations where people may gather closely together, for example using one-way systems, limiting furniture, keeping reading rooms closed, or continuing to postpone programming, and keeping toilets closed

Implementing regular cleaning processes (including through short closures of the library), especially focused on surfaces where the virus appears to be able to last for longest (plastics, metals other than copper), or at least intensifying clearning

Developing click-and-collect or drive-through services in order to allow access to books without human contact

Developing protocols for how to respond if someone with symptoms is identified in the library

Ensuring that staff have the equipment and training necessary to stay safe, including consideration of screens if necessary, limiting contact as far as possible and enabling work from home for as long as possible, and provide regular updates

Making clear when it is impossible to open safely, and otherwise ensuring that those taking decisions understand the nature of library spaces, including through a gradual approach to resuming services only when each one is safe

Continuing to promote online services and resources in order to limit numbers looking to visit the library

Communicate clearly about all any new rules to library users, both online and onsite, and provide regular updates

Ensuring that plans are in place for a potential return to lock-down in case of new peaks in infection rates

Please see the section on re-opening libraries below for more information on this topic.

Staying safe at home and at work

In the light of the above, the WHO recommends in general that people should practice respiratory etiquette (for example, by coughing into a flexed elbow, or a tissue that they immediately throw away). People should also wash their hands or use an alcohol-based rub frequently, and not touch their faces, as well as maintaining distance from anyone who is coughing or sneezing. Known COVID-19 hotspots should be avoided, especially if you, or those you live with, are older or otherwise vulnerable (for example, you or they have diabetes, heart or lung disease).

People with mild symptoms who are otherwise healthy should self-isolate and contact their medical provider or a COVID-19 information line for advice on testing and referral. People with fever, cough or difficulty breathing should call their doctor and seek medical attention.

There are many more resources available on the WHO website. Furthermore, in precedence to the information given below, we encourage libraries to seek advice from your national public health agency, and of course to follow the guidance that already exists. Where libraries form part of wider institutions - such as universities or schools - it is desirable that they are involved in planning and management of crisis response, as has for example been the case at the Duque do Caixas campus of the Federal Library of Rio de Janeiro.

Handling materials

A key question for many in the library field has been around the risk of infection through contact with materials carrying coronavirus. Clearly our understanding of any aspect of how the virus is spread is still at a relatively early stage, and so it is not possible to offer definitive advice, other than the universal recommendations on keeping hands clean and not touching faces.

There is nonetheless emerging research (in the New England Journal of Medicine, and the Journal of Hospital Infection) into the survival of the virus, both in the air and on different types of surface. It appears that it survives for longer on plastics and steel, and for less long on cardboard or copper, although these tests took place in laboratory conditions and infection risk does fall over time.

Outside of the library field - for example in postal services - ordinary precautions appear to apply when handling paper or cardboard. What does seem more likely is that other surfaces - such as door handles, keyboards, mice, CDs and DVDs, toys or VR headsets - could carry the virus, and so should be regularly cleaned or removed from circulation.

Nonetheless, where there is a chance that a book or other piece of equipment has been in close contact with someone ill, it may be appropriate to wait or use safe cleaning practices. The general recommendation remains to take care - a point also echoed by the French government.

In order to provide as best as possible a response to the uncertainty that still exists, the Institute of Museum and Library Services in the United States has set up REALM (Re-opening Archives, Libraries and Museums), a partnership with OCLC and the Battelle Institute to explore further how to ensure safe handling, to which IFLA is contributing. This will look to assess the risks around particular materials and services, with a view to helping libraries make choices as they decide how to re-open and resume services.

The project has now published a first key output - a review of the available literature. This looks across research papers, both those which have and have not been subject to peer review yet, and coming from a variety of fields. It looks at evidence on transmission through the air and through proximity to those with the virus, on the virus' survival on different surfaces, and at the effectiveness of different approaches to cleaning. While this material will be helpful for those developing strategies, the authors are clear that research is still at an early stage, and evidence is coming from a wide range of different contexts.

The REALM project has also published the listen in to the webinar that took place on plan for testing the survival of the virus on different materials and surfaces, as well as a systematic review of the available literature. The first results from laboratory tests have also been released, underlining that after three days of quarantine, virus could not be detected on previously contaminated hardback and softback books, or on papers inside books, plastic covers and DVD covers. The second set of results focus on a new range set of materials is already being tested, including braille, glossy and magazine pages, children's board books and archival folders, and a third looking at plastics used for audiobooks, video or music, talking book or USB cassettes, acrylic display cases or partitions, plastic storage bags and plastic storage boxes. The materials to be tested in a fourth round - this time stacked together - has also been announced, and will cover DVD and CD cases, hardcover books, softcover books, plastic-coated books, and expanded polyethylene foam. This has found that the virus does indeed last longer in these situations. A fifth round of testing will focus on museums more commonly found in museums, although will also include leather book bindings. You can sign up for updates from the project via its newsletter, and 8 October..

Meanwhile, Libraries Ireland initially produced guidelines suggesting a 72h wait, at least in the case of materials which have been returned or handled since the start of lock-down, and proposed procedures for deliveries. The Australian Library and Information Association - based on government advice - has suggested that 24 hours is enough, an approach also adopted by the Library at the Duque do Caixas campus of the Federal University of Rio de Janeiro and libraries in Egypt, who are using sunlight to facilitate disinfection. The Czech government has suggested 48 hours should be enough, while Switzerland, the Netherlands, Belgium and the All-Russian Library of Foreign Literature are opting for 72h, Slovakia for five days, Argentina for two weeks, and France and the Kaslik Holy Spirit University in Lebanon for 10 days in the case of plastic-coated materials (72h for paper). Some, such as the Italian Ministry of Culture, Andalusian Library Association, the libraries of the National Autonomous University of Mexico and the Slovenian public health agency are suggesting longer still, although in the case of the Italian guidance, this has been questioned by the Italian Library Association. Similarly, the effects of quarantine on the possibility for students to access textbooks is becoming a concern in some US universities. A number of countries also note that spaces for consulting works should be easily cleaned.

Some of this guidance is now being relaxed, on the basis both of emerging evidence and in the light of reduced rates of prevalence of the virus. For example, quarantining is no longer mandatory in Flanders, the Czech Republic, and Slovenia, while in France, times have been reduced.

For materials with plastic covers, such as DVDs, cleaning with alcohol wipes has been suggested by the Australian Library and Information Association and others, allowing these to go back into circulation immediately. There are differing approaches to the merits of cleaning books, with the Austrian guidance suggesting that heat treatment will work, while others suggest that there may be risk to materials, and so quarantine is safer.

Meanwhile, the libraries of National Autonomous University of Mexico underline that books should not be kept in plastic bags. They have also set out a detailed protocol on how to manage returned or other incoming books to the library through a system of colour-coded zones associated with different activities.

Where users are working with course materials, the Dutch libraries authorities have recommended reducing risk and logistical issues by encouraging users to take these home (and to come with their own paper and pens), rather than leaving them at the library.

The Dutch library authorities has suggested, where this is possible, that mice and keyboards should be detached after use and returned to a central point in order to facilitate this process. Others, such as in Helsingborg, Sweden and Topeka, Kansas, plan to ensure presence of library staff to disinfect computers after use. The Danish guidance continues to warn against allowing public use of computers, given potential complexities in cleaning.

When handling newly returned materials, the Australian Library and Information Association (see link in the re-opening libraries section) recommends using gloves when handling newly returned books, and then throwing the gloves away immediately afterwards. Others have suggested though that gloves can also damage materials in some cases, and that regular hand-washing may also work. The French government guidance, for example, does not suggest gloves, but rather cotton overalls which can then be taken off and washed. The Croatian National and University Library (see links below) notes that legal deposit copies should also be treated with care, with the packaging in which they arrived removed carefully and thrown away in special bins.

Once gathered, clearly, the need to store books may cause logistical problems, especially for smaller institutions. French guidance suggests that if a dedicated room cannot be found, specific parts of the library should be used (and kept inaccessible from the public), or even external storage used. Furthermore, they suggest, there should be efforts to limit the number of staff working with such materials, and to provide them with adequate protective equipment. Noting the potential logistical issues that this may entail, some American guidance has noted the potential to use portable storage solutions.

Meanwhile, waste that may be contaminated may be usefully kept separate for a number of days, as the Estonian guidance suggests, in order to limit risks to others.

The Slovenian Public Health Institute (see translation in our section on re-opening libraries below) has also suggested that readers receiving works at home should also look to respect quarantining, waiting a number of days before opening packages, and then, if materials are not made of paper or card, either cleaning them or waiting further. The Czech guidance (see below) also suggests that readers should be made aware of risk, with those wanting to able to leave a book for a few days before using it. In this case, the guidance suggests that borrowing periods can be extended.

Meanwhile, for staff, basic hygiene measures, such as washing hands thoroughly with soap and water, avoiding touching the face, with a number of countries also recommending masks and gloves, at least where these do not harm materials.

Social Distancing and Delivery Services

Given that close physical contact appears to be the primary means of catching the virus, a core response has been 'social distancing' - keeping a safe distance between individuals in order to reduce the risks of the virus passing from one person to another. Coughing, sneezing, and even talking tends to mean that potentially contagious droplets are emitted into the air.

The recommended distance varies from country to country but appears not to be below 1m (3-4ft), and is often more. This may not always be possible. In the United States for example, we have seen libraries proactively ask authorities for closures where they feel that the risk to users and staff is too high.

See our section on reopening libraries below for more on the topic of enforcing social distancing within libraries.

For those libraries which are not yet open, many have maintained a focus on how to provide book deliveries to vulnerable groups and others, while taking full account of the need to safeguard health. We are likely to see such measures continue to be important as libraries re-open. Indeed, in Wuhan, China, library workers prepared library corners for patients. In the case of vulnerable users, as the Czech guidance underlines, utmost care needs to be taken to minimise risk.

For example, Radford College School library in Australia has a click-and-collect service for books, while Lane Cove (also in Australia), Godoy Cruz library in Argentina, The Hague in the Netherlands, and various Portuguese public libraries are doing deliveries, and on Svalbard, the library is working with taxi companies to give access to books, as is Veria Central Public Library in Greece. Around half of Swedish municipalities offer some sort of delivery or pick-up service, and in Denmark, Roskilde library has been proactively contacting previous recipients of home deliveries both to check in, and ask if they want to make reservations, now that this is possible again. The Central Library of Osaka Prefecture in Japan offers deliveries by post. Meanwhile, the State government of Western Australia has provided guidance on safe home deliveries. In Ethiopia, according to one news story, libraries are being placed on camels to ensure children in lock-down receive access. See also resources from library associations below for more.

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Providing services remotely

Libraries around the world of all sorts have been working hard to provide access to collections and services remotely, often investing time and effort in updating websites and computer systems in order to deal with demand. While many libraries already had a strong digital presence, many others have now moved to create one in order to continue serving members, such as the library at Al Iraqi University in Iraq. As highlighted in a survey by the Conference of Directors of National Libraries, ¾ of national libraries, for example, introduced new digital servicesservices, while a survey of public libraries in England found the same proportion of them had offered online services.

To take another example, the State Library of New South Wales surveyed public libraries in the state about their online activities during lockdown, finding for example that following physical closures, the share of libraries offering online programming jumped from 12% of respondents to 86%. Meanwhile, La Vanguardia in Spain produced a list of 40 ideas for libraries to continue to provide support remotely.

All types of library have promoted their digital services - for example, the Bibliothèque nationale de France is organising virtual exhibitions and other learning tools (especially over the summer months), and the National Library of Spain is promoting its digital content that can be used to support education, the US Library of Congress's Folklife Centre is running weekly concerts online, the National Library of Morocco is providing free eBooks, and the Public Library in Aarhus, Denmark, has put its digital content at the front of its website, while the Granby library in Quebec, Canada is highlighting content focused on learning new skills. The National Library and Information Service of Trinidad and Tobago's Heritage Library Division has even used the circumstances of the pandemic to accelerate its shift to providing a digital offer. American libraries too have sought to bring literacy programming online.

Kibera and Nakuru public libraries in Kenya - partners of EIFL's Public Library Innovation Programme - are promoting local language content around COVID-19 through social networks, as well as sharing book recommendations, while the Ghana Library Authority (another EIFL-PLIP partner) is also promoting access to its digital content alongside key health information. Kota public library in India too has increased its online services, promoting bibliotherapy as a means of helping users through the crisis, and receiving useful coverage in the local press.

School libraries in the United States are also working hard to provide materials in a format that allows parents to support their children's education at home. The Portuguese Network of School Libraries has produced a guide and a platform for school libraries, highlighting ways in which they can continue to fulfil their missions and suggesting tools and materials, even during the period of lockdown. In Uruguay too, school libraries have launched an online platform to continue to support reading among adolescents, while in Brazil, the library at the Marista Social School Santa Monica is working closely with teachers and through Microsoft Teams to engage with pupils to support learning, despite collections being unavailable.Those in Lakewood, Ohio, United States have even created a virtual library in order to bring back the feeling of coming in to check out a book. READ Bhutan has developed materials to support parents and children, working closely with schools and even broadcasting content. They have also been working to create alternative learning spaces if schools cannot re-open as planned. Across the United States, school libraries are having to adapt practices, with some allowing access, others making deliveries following online browsing, and some welcoming students in, but with a focus on digital skills in case lockdown measures are reintroduced.

Meanwhile in Iraq, the Al-Abbas Holy Shrine library is providing a remote lending service for researchers giving access to electronic resources. Meanwhile, health libraries are seeing major interest in the information they can make available, as is the case for the library of the Health Agency in Sao Paolo, Brazil.

Redwood City in the U.S. and Monash in Australia are providing storytimes for speakers of minority languages also, for example, while a librarian from the National Library of Pozega in Serbia is doing online storytimes that have hit the national news, while the Central Library of Osaka Prefecture, Japan is working with the institute for children's literature based in the same building (which itself works with publishers) to do the same. Similar efforts in Greece have also allowed libraries to stay in touch with their users, and even to run art projects. The Library of the National Autonomous Library of Mexico has organised a virtual party of readings for World Children's Day ( here and here), while American libraries, including the Library of Congress, have brought literature festivals online.

Clearly not all users are already familiar with digital tools. Libraries in Huesca, Spain, have responded by developing new training materials for users to help them make the most of these possibilities. Similarly, the Central Library at the University of Baghdad has launched training to help students make best use of digital tools available to them, while libraries in London, UK, have offered virtual IT training, in order to help people use sites and services other than Zoom.

Traditional efforts by libraries to produce collections of books and materials on topical issues have continued, with a strong focus on dealing with stress and worry, and promoting positive mental health, not least the National Library of Medicine in the United States. In Helsingborg, Sweden, the library has even brought in public health experts to offer talks for users, while the Chinese library field has placed a strong focus on spreading wellbeing and helping people respond to pressures, not least in Hubei Province.

Others are putting existing activities online and inventing new ones. The Library of Congress for example is organising a virtual transcribathon in order to engage people at distance, while the National Library of Norway us encouraging users to access its podcasts while in-person events are not possible. The Dutch National Library has teamed up with a writers' organisation to provide an 'author on your screen' service, while librarians in the United States have been able to use GoogleForms to create themed virtual escape rooms, many of which have been taken up and used by teachers to support education. A range of library crowd-sourcing initiatives is available via Library Journal.

Some public libraries have also worked to develop new possibilities to be in contact with librarians remotely. Danish libraries have set up an online Ask-a-Librarian reference service - and Aarhus has a service just for children. In Sweden, Helsingborg libraries have established a chat function on their website for the first time, as have many libraries in Malaysia. Johannesburg public libraries in South Africa are running video competitions to encourage young users to share digital skills with parents and grandparents, as well as to develop their own digital literacy abilities, and sharing the results on their Facebook page.

Similarly in academic libraries, there are efforts to provide remote access, for example through an online article request service at the East West University in Bangladesh, digital contacts at the Agricultural University Library of Colombia and the Veracruz University in Mexico, or through call-in hours at Rhodes University, South Africa. The library of the University of Malaya is developing tools to facilitate online discovery and evidence retrieval about the COVID-19 pandemic, preparing a poster to explain its work, and has set up a COVID-19 Evidence Retrieval Service to support doctors around the country answer questions. Meanwhile Abgu Papazian University library in Armenia has set up opportunities to contact librarians remotely, as has the Central Library of the Al Ameed University in Iraq.

Meanwhile, the Nahrain University Library in Iraq has expanded subscriptions to the national virtual library to ensure students can access this, alongside published theses, as has the Central Library of Wasit University and the El Alamein University library, Iraq, alongside making other titles available. Diyala University and Imam Al-Kadhum College Central Library, Iraq, like others, are making use of email to provide access to resources and respond to questions from students as well as through a messaging service. Rabindra Sadhan Girls' College, Assam, India, is doing the same, but through WhatsApp groups, given that these can work better on phones. Finally, Al-rawdha-Al-haydari Library in Iraq has been making more use of its website in order to promote electronic resources, as has Diyala University, Iraq, building new interfaces for access to materials.

In many countries, libraries' offer of free WiFi to users is a key part of their offer. In the United States, there has been a call on libraries to leave networks on so that users can access the internet from their cars if needs be. In Topeka County, in the US, bookmobiles equipped with WiFi routers are visiting communities with low connectivity. Elsewhere, tools such as TV White Space - a technology that uses parts of the radio-spectrum not used by other services to provide WiFi at distance - are operating through libraries to connect the unconnected. This can make a major difference for those who need the internet, for example, to learn. Others are offering access to Zoom subscriptions in order to help library users stay in touch with friends. In doing this, some libraries have had to deal with concerns around public access to subsidised WiFi (although the American Library Association has successfully lobbied for such restrictions to be lifted for now), or around public health concerns with people gathering in car parks.

The role of libraries as guardians of the historical record is as strong as ever. A post from Ithaka S+R highlights various initiatives to collect and preserve materials about the pandemic, while the International Internet Preservation Consortium is looking to coordinate efforts. Meanwhile, Columbia University has launched an archiving programme, as has the National Library of Spain, while Kingport Library in Tennessee, and Springfield County Libraries in Illinois, in the United States and the State Library of Victoria in Australia have asked members of the community to share their COVID-19 stories, and libraries in Huesca, Spain, for example, are encouraging children to write stories about their experiences, which at the same time helps them cope with the pressure they are feeling. The Association of Librarians and Archivists of Cameroon is working with the Bamenda University and the Ministry of Culture to coordinate archiving efforts in the country in order to preserve the lessons of the present.

Finally, the work of libraries to support research of course continues, with the Information Science department at the University of Kuwait for example helping to lead research into the way in which information spreads on social media concerning COVID-19.

With so many services on offer, libraries in a number of countries have been able to work with newspapers, radio stations and other communications channels in order to raise awareness.

Some activities and services may be impossible, for example with staff unable to come to work to carry out preservation activities. In response, the Australian Institute for the Conservation of Cultural Material has prepared a guide, as has the French Association of Heritage Libraries.

Available resources

Clearly the possibility to use resources online depends a lot on the terms under which they are accessed. Fortunately, a lot of publishers and vendors have taken helpful initiatives. In the academic field, many have provided open access to materials related to COVID-19. Others have facilitated access by making it easier to log-in and access materials from outside of official networks.

Sometimes, libraries themselves have been able to provide much wider access, as has been the case with the National Library and Archives of Iran, which not only put the national children's library of 28 000 titles online for free, but also to open up its own Digital Library, which previously had only offered bibliographic data. They have seen a sevenfold increase in registered users, and more than doubled time for online consultations with researchers. The National Library of Albania also has focused strongly on building its offer of online materials, while the Central Library of Al Qadisiyah library in Iraq has made a range of materials in Arabic and English available online for free for the benefit of students.

With the first round of steps taken by publishers now lapsing, the need for longer-term solutions is pressing. As set out by Research Libraries UK, price freezes may not be enough at a time of falling budgets, and there are questions around the operation of markets for eBooks and eTextbooks.

Finally, and faced with the need to invest in new content and services in order to support users, the American Library Association has successfully argued for libraries to be included in the economic stimulus package announced by the government there. In addition, some library funders such as IMLS in the United States are offering grantees extra flexibility where it has been impossible to continue with previous projects because of COVID-19. In Barcelona, Quebec and Milan, Italy, we have seen library acquisition budgets increased as a means both of supporting local bookshops and building library collections.

Managing remote working

With libraries and library associations closing offices - where they have them - many in the library field are facing challenges around how to manage remote working effectively.

Reassigning library resources

Across the United Kingdom, there are lots of examples of librarians moving to work at contact centres for people in isolation, helping to ensure those often at most risk keep contact with the outside world, with the same happening in Auckland, New Zealand and Newmarket, Canada. Elsewhere, librarians have volunteered with community initiatives, or, as in Mexico, are working to improve the quality of Wikipedia articles about people from under-represented groups. A further list of types of redeployment at work in England is available Public Libraries News. At the local level, in Nepal, READ library centres have proved to be the best placed to gather and share information about the local situation in order to ensure the government can best respond.

Richland is also looking to provide key resources for people facing unemployment, as is Indianapolis Public Library. St Louis County Library is offering drive-thru meals for children, as is the Cincinnati Public Library and some Toronto Public Libraries are now acting as food banks. Libraries in Yarra, Australia, as well as in Monash, Australia, are supporting food deliveries to vulnerable families and people experiencing homelessness, while READ centres in South Asia are providing food rations, alongside masks and continuing to support vaccination efforts, as well, for example, as ambulance services in Nepal. Toronto Public Library, meanwhile, has joined in the city's annual Newcomers Day in order to make migrants, refugees and other new Torontonians feel welcome, and access information and services, while READ centres in Nepal have provided support to stranded migrant workers.

Meanwhile school libraries in Oklahoma City are handing out books to children - as are some state libraries in Malaysia for the benefit of children in quarantine - while the Walloon guidance underlines possibilities to give schools access to library collections, at least until re-opening. Penn State University library is giving laptops and other equipment out to students who would otherwise not be able to continue to study from home, as is the library of the UPM Higher Technical School of Engineers in Spain.

Library spaces and equipment have also been repurposed, with libraries in San Francisco serving as childcare facilities for the children of key workers and Loussac Library in Anchorage, Alaska serving as an emergency coordination centre, while in Spokane, Oregon, the library is acting as a homeless shelter, and in San Luis Obispo, California, the library carpark is being made available as a safe space for people forced to live in their cars. In Oakland, California, bookdrops are being used now to collect spare masks. In Kansas City, the library is serving as a testing centre for COVID-19.

In Klaipedia, Lithuania, thanks to a cooperation between the National Library and the School of Robotics, library 3D printers are being used to print 3D protective equipment and items such as door-handles. Libraries in the United States, Canada, New Zealand, France, Malaysia and Portugal are doing likewise, while Columbia University is sharing approved designs for these so that anyone with a 3D printer can help. Preservation departments in American libraries are donating existing equipment. In Valpattanam GP Library, India, staff have been collecting cloth masks made by locals for further distribution.

This is not to forget books! The State Library of Western Australia's offer of 'mystery boxes' of library materials was rapidly over-subscribed, and Kansas City Library in the U.S. has been delivering bags of books to deprived areas. Similarly, in Montevideo, Uruguay, public libraries have set up an itinerant book service, visiting in particular soup kitchens and other places where it is possible to lend works to people in need.

Reopening Libraries

Moves towards the reopening of libraries are increasingly on the agenda as countries look to lift broader restrictions. In the case of schools, sometimes the library remains closed, even if lessons have begun again (the case in Logumkloster, Denmark). Decisions will of course need to be based on overall assessments of risk from the authorities. The Japanese Library Association's guidance suggests a four-stage process, for example, analysing risks from surfaces, close contacts with people, the ways in which people use the libraries, and overall levels of infection in the region. The guidance from Libraries Connected in the UK also includes a deep look at how to assess risks.

Most examples so far focus on a phased approach, with new services, activities and parts of the library only resumed when this can happen safely, with some associating the shift from one phase to the next to wider progress in tackling the pandemic, while others are more cautious in setting dates. As the Australian Library and Information Association has set out (see below), a useful approach is to start by assessing risk, then developing plans, and only then setting timings for resuming different services. It may also be the case, of course, that partner organisations are not yet open, which will also have an impact.

Broadly, the library field has warned against any rush to re-open physical buildings. Even if other services or buildings are re-opening, the specific nature of library services may make them unsuited to re-open until the situation has improved further, as set out in the Flemish (Belgian) guidance of 9 June. There have already been cases of libraries needing to re-close following re-opening before overall levels of virus in the community and procedures were in place. Similarly, a resurgence of the virus has already led, for example, to the closure of all but contactless book loans in Quebec, Canada.

Furthermore, given uncertainty about how the situation will develop, it is possible that stricter rules will need to be implemented subsequently, and so the possibility of returning to lock-down should be borne in mind (indeed, West Virginia recommends continuing to work from home one day a week so that the habit is not lost). At the end of this section, you will find a selection of plans already established.

Limiting numbers in the library

One step being taken to reduce risks is to limit the number of people in the library at any one time. This makes it easier to maintain social distance. In Macao (China), the public libraries are using a ticketing system to limit numbers in the library, a step also taken in Hong Kong (China) during a recent phase of re-opening. The The National Library of Serbia in its first phase of re-opening allowed only 5 people into its reading room, while some school libraries in Geneva, where they have opened, are letting just one pupil in at a time.

The National Library of Croatia has set a 200 person limit, with an app available to allow people wanting to use the library to see if there are spaces available, and the Russian State Library also planning to set a limit of 100-150 people, also by appointment. Meanwhile, in Guangzhou, China, figures have been set as a percentage of normal user numbers. In Poland, at least early on, the National Library's efforts to limit numbers were helped by people's ongoing caution about going outside, meaning that it was possible to avoid imposing restrictions.

Tokyo Main Library (part of the National Diet Library of Japan) is limiting access to previously registered researchers, rather than handing out day passes for the moment, as has the National Library of France in its first phase of re-opening. Similarly, the National Library of Ireland only plans to start issuing in-person reader passes from 20 July.

For the National Library of Luxembourg, the number of people admitted to the library will also be increased as the threat level falls.In order to allow more people to access the library, people can only make up to 3 reservations a week, subject to availability of space, and also limit the number of books that can be pre-ordered to 10 for any one visit. The Library has also set out how many items of different types of collections can be reserved at any one time.

The focus on encouraging (or obliging) pre-ordering of materials is a common theme, in order to allow libraries (including national libraries) to be ready for when readers are there, and so avoid waiting or last-minute searches, as for example in Ireland, which will even deliver books to a pre-allocated desk.

The Dutch library system has recommended providing baskets or bags (which act as 'entry tokens', making it easy to count up to a maximum number of people - see the links below), others have suggested other means which involve less disinfection. The Dutch have also suggested that groups of no more than two people at any one time can enter the library, as have the Estonians, who suggest a 2+2 rule with groups of no more than two people, at least 2m apart. The State Library of Liechtenstein proposes to use an automatic system, with 'stop' and 'go' signs depending on whether there is enough space in the library.

Given that numbers wanting to use the library may be unpredictable (from smaller numbers in one Finnish example at first to rapid over-subscription in Shizuoka/Namazu in Japan), others are discussing options to book visits in advance in order to manage the number of people coming to the library at any one time - a practice already implemented by the German National Library and the National Library of China. Similarly, other library services - such as printing, scanning or other support - can also be made appointment-only, as is proposed in West Virginia, or digital printing from mobile devices is encouraged, as at the National Library of Portugal.

In order to allow more people the opportunity to visit, the Czech Library Council has suggested that one option could also be to limit time in the library, a point echoed by other guidance. Hong Kong (China) also plans to re-open for periods of no more than 1h (followed by short breaks) in order to limit stays, with Shanghai also setting a limit of 1h, as is the National Library of Malta.

Other options considered in Chicago, United States, for example include providing services outside where possible, and limiting certain opening times to particular groups, such as older users (an idea also explored by the Czechs). In Portugal too, the idea of giving priority to vulnerable groups is set out in the official guidance (also in the Libraries Connected guidance in the UK), with the need to help people who do not have home internet access highlighted, both of which points are also highlighted in the Belgian guidance. Utrecht Libraries in the Netherlands have identified 'quiet hours' where people in risk groups can safely use the library for reading and learning. Libraries may also need to plan for personal protective equipment when it is necessary to be close to someone in order to assist them, as in Japan. The National Library of Ireland, for example, originally only allowed groups particularly affected by COVID-19 to visit its exhibitions for the first two weeks of opening. Others, such as Qatar National Library, have opted to set minimum and maximum age restrictions, in order to manage risks to both users and staff.

There are also efforts to reduce the need to come to the library. For example, Macao (China) has sought to do this by continuing to extend loan periods and encouraging people to use online services as far as possible (also at the University Library). Hong Kong (China) has also allowed for unlimited renewals and waived fines at its academic libraries, while Guangzhou public library (China) has increased the number of times books can be renewed online.

Calculating the right number is a key current issue. Many libraries have sought to follow the guidance given to the retail sector, although this also varies, from allowing 20m2 per person in Ireland, Portugal and Slovenia to 15m2 in Poland, Slovakia and Belgium, 12.6m ² in the United Kingdom, 10m2 in the Czech Republic and Austria, 10m2 for adults and 5m2 for children in the Netherlands, 15 per 100m2 in Croatia, and 4m2 in Australia, Estonia, France, Latvia, Qatar and Romania, and 3m2 in Mexico. Some of these restrictions have started to be lifted, however, with the Netherlands ending limits on numbers of people in buildings from 1 July, while the National Library of China uses a moving maximum, depending on the wider public health situation.

This may raise issues around privacy, as highlighted by the Japanese Library Association's Intellectual Freedom Committee. The American Library Association's Intellectual Freedom Committee has indeed produced guidelines around relevant aspects of re-opening, and measures that may be proposed as part of contact-tracing or other elements of pandemic response efforts. Similarly, CILIP in the United Kingdom has prepared an advisory note, underlining that any schemes introduced should not be a deterrent to library use, impact people from marginalised groups or those subject to safeguarding, or damage the right to privacy. Moreover, data should be kept separate from other data collected, be done with sufficient capacity (including to delete data), and offer clarity over volunteers' status.

Limiting concentration of users

A further step being taken by some is to limit the number of sections of the library open to people. Importantly, even if there may be enough space in theory for people to respect social distancing, the use of certain facilities may make this more complicated, as highlighted in the guidance provided by French library associations.

This has been the case in Hong Kong (China), as well as in Macao (China), which has kept a number of areas (children's reading areas, meeting rooms, self-study areas) inaccessible. The Czech Library Council has also recommended potentially limiting services just to loans, at least at first, and some school libraries in Geneva are doing the same. Meanwhile, Dutch libraries are planning to open for use by groups of children, but not at times when the library is open to other users, and with gathering points outside. In Romania, the first spaces to open were ones with access to WiFi, with readers requested to bring their own materials.

Meanwhile, the King Abdullah University of Science and Technology in Saudi Arabia is using Libcal and facial recognition technology to do the same, limiting human contact. In Sweden, only one in two public computers can be used, and the length of time allowed on there is restricted. Others have sought to space computers out, for example using different parts of the building for computers in anticipation of demand for use (as in Topeka, Kansas), or will aim to reserve use for those who do not have internet at home (as in Belgium).

There are differing approaches to access to books - some suggest allowing this but recommending not touching books unless users definitely plan to borrow them (as in the Netherlands). Indeed, federal libraries in the United States were almost equally split on the question of providing access to stacks. Most plan to keep shelves inaccessible at first, and only allowing librarians themselves to fetch works (as in Slovenia, Portugal and Russia). The Danish guidance notes the importance of avoiding opening the library without staff, given difficulty in enforcing rules.

Organising events and activities

In those countries where re-opening is more advanced, there are already plans on how to make events possible again. To a large extent, this has been made possible by falls in rates of infection, and, in some areas, a lack of infections altogether.

In Austria, for example, it is already possible to hold events with up to 100 people indoors, and from 1 July, the limit will be increased to 250 people indoors and 500 people outdoors. In these situations, rules about social distancing (1m) continue to apply, except for people living together (groups of up to four), and with an obligation to wear face masks when entering and leaving, as well as during events when it is not possible to maintain distance.

The Slovak guidance also allows for events of up to 100 people, but with 2m distance between people not living in the same household, and also provision of gloves. The Flemish guidance, for now, recommends groups only of up to 20, and only if social distancing can be maintained, with further relaxation planned from 1 July, but big events still forbidden until 1 September. One option, at least where the weather permits, may be to hold events outside where risks are lower, as suggested by the Czech guidance (see below), as well as in the guidance released by the National Library of Poland, although in the latter case, there is still a limit of 150 people.

In organising events, the National Library of Poland guidance stresses the need for full training of staff and volunteers, and rapid planning if someone is found to have symptoms. In line with the Ministry's guidance, safe spacing between participants, careful management of entries and exits. Meanwhile in Myanmar, classes to teach local languages and cooking have started up again, with extra precautions to allow for safety and distance.

As throughout the pandemic, the importance of high standards of hygiene is a key theme, for example ensuring that staff have the possibility to wash their hands frequently, access to materials such as gloves and facemasks, and that hand sanitiser is available at the entrance (and potentially next to equipment such as computers). In particular, regular handwashing by staff continues to be strongly recommended (both before and after contact with materials), as well as the provision of bins for tissues or other potentially contaminated material (pedal bins may be ideal, as suggested by the Flemish guidance). As noted in the Andalusian guidance, it may be necessary to employ more cleaning staff, or to extend hours. They can be supported in identifying the surfaces at most risk, and give these the attention necessary.

For activities that may require more direct contact - such as support with using computers, where this is allowed, best efforts should be made to maintain distance. Kaslik Holy Spirit University in Lebanon has recommended that both the user and staff member in this case should wear masks.

Where this is not possible, some libraries are installing screens in order to protect both users and library and information workers. Similarly, where payments need to be made for services, contactless has been recommended, such as in Switzerland, or charges have simply been scrapped, such as for printing. Nonetheless, it may be important to reflect on how to ensure that this move does not exclude vulnerable groups who may not have access to cards, as highlighted in Canadian guidance. Similarly, the Libraries Connected guidance in the UK sets out equalities considerations for any re-opening plan.

Meanwhile, staff are using stylus pointers to indicate which computers visitors can use in Helsingborg, Sweden, while in Portugal it is recommended to leave doors open as far as possible in order to avoid the need to open them each time.

Additional steps include closing toilets (as in the Czech Republic), restricting their use or intensifying cleaning schedules, closing the library as a whole for short periods throughout the day in order to clean (as in Macao, China, Slovakia, or at the National University Library of Croatia and Qatar National Library), or once for a deep clean (as in Alberta, Canada), and regular cleaning schedules, especially of surfaces which are regularly touched. Users too are being encouraged to play their part, with cleaning materials made available so that they can sanitise surfaces and objects they have touched. It may be useful to carry out an audit of which surfaces are at highest risk, as done by the National Library of China. In some cases, it may be possible to adapt parts of reading rooms in order to permit safe access, as was promoted early on by the National Library of Luxembourg.

Materials that may be touched frequently, such as magazines and newspapers, may need to remain inaccessible until the risk is low enough, or only be accessible to people with gloves and masks (as in some Estonian libraries). Similarly, the Kaslik Holy Spirit University in Lebanon suggests preventing use of manuscripts, rare books and other older material for the time being, while the Flemish guidance suggests that it may be legitimate to focus permissions on the most necessary consultations (for example for legal processes, rather than local history or genealogical study). Public libraries in Shanghai, also, have prioritised in-person access to particular collections, while keeping others online-only for now. It may also be necessary, as the Portuguese guidance explains (see below) to provide extra training for cleaners.

A further question is around how much library users should bring in from outside of the library. The Dutch guidance, for example, suggests that users should bring their own pens and course material for small group activities, and try not to leave it in the library. The CILIP School Libraries Group and UK School Library Association suggests that as far as possible, materials such as coats should stay outside in order to reduce contamination risks.

It may also be worth ensuring that libraries have a plan for how to deal with situations where someone displays symptoms, for example by having relevant phone numbers accessible, and setting aside a room where it is possible to isolate a suspected victim, as set out in the Japanese and Polish guidance, and identify which surfaces may have been contaminated. Similarly, the South African regulations mandate that a relevant space should be identified.

Throughout this, clear communication with users is important, in order to ensure that they understand the rules in place. Where users cannot be expected to understand - for example, children or those with cognitive impairments - alternative approaches may be necessary, as set out in the French guidance.

As time has gone on, libraries in some countries have been able to lift some restrictions, with, for example, libraries in the Czech Republic no longer requiring users to wear face masks or practice social distancing from 1 July.

A further emerging issue is the need to ensure that authorities and experts know how libraries work, and in particular, how much contact they see, in order to avoid assumptions and mistaken recommendations, as has happened in the US.

Keeping Staff Safe

Clearly a priority is to ensure that staff are fit, well, and comfortable in providing services - indeed, this may also be a legal obligation. Ways of doing this include the hygiene measures mentioned above (indeed, the National Library of Poland has suggested that no library should re-open unless librarians can be properly equipped), as well as clear consultation and explanation of decisions and plans, and regular briefings and reminders (as for example in Roskilde, Denmark). The Danish official guidance underlines the need to engage staff associations and unions in re-opening decisions. The National Library of China is in regular contact with staff to ensure that they are healthy and well looked-after, while West Virginia puts a strong emphasis on mental health, and coping with the situation of being around others again. Canadian guidance also underlines the need for special attention to stress, given the uncertainty still faced. Many federal libraries in the United States are planning to bring staff back to work in phases.

As libraries re-open, many are doing so only for limited hours every day, and are allowing staff to work in shifts, as has been recommended by the Czech Library Council, as well as limiting meetings and staggering breaks (as suggested in Poland), only allowing meetings when there is a big enough available space or setting time limits (as in Senegal), or limiting meetings as far as possible or only allowing one member of staff to use kitchens, toilets or common areas at a time, as at the Library of Congress in Argentina. In Helsingborg, Sweden, libraries are timing these to ensure that librarians can avoid rush hours also, and in Portugal, the Directorate General for libraries has recommended staggered shifts. In some cases, staff are being welcomed back at work before libraries are open to the public, as has been in the case in Cologne, Germany, in order to carry out some of the tasks necessary for re-opening to happen safely and efficiently, as well as at the National University Library of Croatia.

Nonetheless, the National Library of China, amongst others, has continued to promote home working as far as possible. Staff are only called to come in if really needed, and then work in shifts to minimise contact, ensuring that no more than 25% of the usual number of personnel are at work at any one time. The National Library of Albania, in its re-opening strategy, passed from having 30% of staff working in the office to 70% in a second phase, while the libraries of Laval, in Canada, have made calculations around the numbers necessary to provide services at different stages.

In Croatia, the guidance is, where possible, to run two shifts, with an hour between them in order to allow for cleaning. In Switzerland, for example, it is suggested that ideally, staff should sit one to an office, and in Cologne, Germany, no more than two, with common areas, for example, transformed into office spaces to provide more room. Cologne is also looking to keep different teams apart by continuing to use digital meeting tools. In Western Australia, it has been suggested that staff should stay with a single computer throughout their shift.

Similar rules will apply for other areas where staff work - for example, the Slovak National Library (see below) has also made suggestions about how to keep use of official vehicles safe. The guidance for Alberta, Canada, suggests also that staff should have their own space or locker to keep their things as a further step to limit risks of infection.

Countries will have their own approaches to the health measures that can be required of staff, although the general recommendation is not to come to work if symptoms are experienced. The National University Library of Croatia suggests that staff should all check their temperature each morning before coming to work. The Library of Congress of Argentina sets out a protocol for how to respond if a member of staff shows symptoms, and the actions for other staff members present to take.

Still, it has been noted in the United Kingdom, for example, that many libraries are also likely to need to work with a reduced staff, given sickness, family obligations, or self-isolation, for some time to come. Volunteers too may not yet be ready to return to work, especially if they are older or have underlying health conditions, which may cause delays to re-opening in some countries (and indeed, West Virginia has suggested they should be the last).

As a result, libraries in a number of countries are running shorter opening times, and looking to increase efforts to promote staff wellbeing, an activity recommended for example in the guidance from Libraries Connected in the UK, alongside a range of other issues to bear in mind in order to ensure safety. In other cases, as mentioned in Andalusia, Spain, there may simply not be enough staff to open safely. The Norwegian guidance indeed suggests that running libraries under restrictions may take more staff than usual, and so it could be helpful that staff placed on temporary assignment elsewhere should return.

Overall, as the Portuguese guidance states, a key way to keep staff safe is to keep them informed, in particular when guidance changes. This will also leave them better placed to help users respect the rules too.

Handling Materials

Please see the section above.

Public Communication

Given current uncertainty, and often the complexity of the process of lifting restrictions, libraries planning for this have also tended to include a focus on communications - indeed, this is part of the recommendations set out by the German Library Association (see below). As the Australian guidance notes, there may indeed be more questions than usual from users unsure about what is possible or not. The Canadian guidelines echo this, stressing the need to explain the changes to services, and to help users adjust to the fact that things may not be the same as before.

Channels outside of those owned by libraries can also help, for example using local radio stations or TV, or posters, as in the Guangzhou metro.

Supporting the recovery

Even as they have to deal with new clusters of COVID-19 cases, governments around the world are also working to deal with the consequences of the pandemic. These are particularly challenging when it comes to issues such as education (where as UNICEF has reported, at least a third of schoolchildren worldwide have been completely cut off from remote learning possibilities) and employment, where people risk being left behind.

For example, articles and other materials are beginning to appear underlining the role that school libraries can play in closing literacy gaps, or that public libraries can play in helping people overcome the trauma of the pandemic.

Library associations have started to bring these arguments together in order better to support library advocacy. For example, Libraries Connected in the United Kingdom has produced resources showing how libraries respond to key individual and community needs.

Plans for re-opening around the world

Below are some examples of plans emerging. You can also consult the overview prepared by IFLA dated 6 June. See also the overview from Ithaka S+R of plans for re-opening in the autumn term among American university libraries

Argentina: the Library of Congress of Argentina has published its protocol for safe re-opening in an English version, including useful infographics for use with staff and users.

Australia: the Australian Library and Information Association has provided a useful checklist, setting out steps to take around communication, social distancing, safety precautions, staff support, community support and operations.

Austria: the library association has developed guidance on how to re-open safely, drawing on international experience and practice.

Belgium: the Flemish Library Association has produced a page on re-opening, drawing together relevant information from a range of sources into a set of guidance ( translated into English by IFLA). This has been updated as of 9 June ( Dutch, translated into English by IFLA). Meanwhile, the government of French-speaking Belgium has published a circular ( translated into English by IFLA), and the library association has developed an infographic for use in libraries to help inform visitors. There is also guidance for adult education (which also applies to libraries).

Colombia: the National Library of Colombia has produced an infographic setting out the process to be followed towards the re-opening of libraries, helping the library community to understand the decisions to be taken, and the conditions that must be fulfilled for this

China: A number of details about the process followed for the re-opening of libraries in China are available in the article published by IFLA's Asia-Oceania Section.

France: library associations in France have collectively produced a statement to government warning about premature opening of libraries, and guidance ( translated into English by IFLA) on what services may be offered at different stages of the lifting of restrictions, and how to minimise risk. The government has also issued guidance (dated 4 June, translated into English by IFLA). Further guidance was published on 21 September, reflecting further possibilities for events, including making toys available for children (if regularly cleaned). There is also an infographic to explain the phases. The National Library of France has also published instructions to visitors on its re-opening plans on its website.

Further insights are available in the Hong Kong (China): the Hong Kong Library Association has shared information about plans for re-opening in academic libraries. Information about plans for public libraries is available on the Hong Kong Public Library website. article prepared for IFLA's Asia-Oceania Section.

Hungary: the Hungarian Library Institute has produced an overview of efforts on re-opening around the world.

Iran: the Iranian Public Library Federation has published guidance for libraries which are starting to re-open, including suggestions on alternative means of providing services, and care for staff and users.

Ireland: the National Library of Ireland has published its plans for re-opening safely, with visits on appointment since 29 June, and a planned return to normal service from 31 August.

Italy: the Italian Library Association has published a review of the literature and its suggestions for rules to follow as libraries re-open.

Lebanon: the Kaslik Holy Cross University in Lebanon has published its plan for re-opening, including for handling materials, providing services, and for the safety of users and staff.

Liechtenstein: the State Library has set out its instructions for users following its re-opening.

Lithuania: The National Library of Lithuania has set out its guidance for visitors following re-opening.

Luxembourg: the National Library has set out its own five-stage plan for re-opening on its website.

Malaysia: Some details on processes followed for re-opening feature in the article prepared by Malaysian librarians for IFLA's Asia-Oceania Section.

Malta: the National Library has published its regulations for use of its two sites, highlighting a requirement to wear masks throughout, and limited access to equipment.

Saudi Arabia: The King Abdullah University of Science and Technology has published instructions to users for its re-opening, including, at first, limiting access to graduate and post-doctoral students and staff, and forbidding meetings and other gatherings.

Senegal: The Cheijk Anta Diop University Library in Dakar has set out its own plans, in coordination with those for the university as a whole, including restrictions on services and numbers of users, and encouragement to use electronic means of communication. Serbia: The National Library has started to re-open, sharing a report about initial steps being made to promote hygiene and limit contact.

South Africa: the South African government has published regulations for re-opening libraries, underlining in particular maximum capacities (30% for reading rooms, 10% for computer areas) and the need for distancing and spaces for symptomatic cases.

Switzerland: the Library Association has produced guidelines complementing broader information produced for all establishments. IFLA has provided an English translation of these.

Trinidad and Tobago: the National Library and Information Service has published a short overview of its plans, including rules on wearing masks, and when ISBN services can re-open.

United Kingdom: the CILIP page on COVID-19 includes resources to help prepare for re-opening as a formal plan is developed with the relevant government departments, with suggestions already posted for school libraries. The page includes suggested checklists for school libraries to use before opening. CILIP has also already sent a letter to employers highlighting the need to assess and minimise risks before re-opening. Libraries Connected has also now produced detailed guidance aimed at library directors, considering risk-assessment, who should come to work, social distancing for workers, keeping users safe, cleaning the workplace, personal protective equipment, workforce management, and inbound and outbound books and other goods. Libraries Connected is tracking the experience of libraries as they re-open, and has also prepared an advocacy resource pack for libraries in order to help members engage with local government in order to safeguard essential funding and so continue to offer services, as has Libraries Connected in the public library sector.

restrictions, as has United States: The American Library Association has brought together a wide range of resources on re-opening on its website, including plans and other materials. At the state level, New Mexico State Library in the United States has set out plans for a phased re-opening, and a table and comprehensive blog from Idaho looks at what the stages of lifting restrictions could look like in libraries with lots of helpful ideas. Public libraries in the state of Georgia in the United States have also published a sample plan for libraries in taking decisions about staffing and services in different phases of the lifting of West Virginia and Indiana. The State Library of Montana has shared three examples ( here, here and here). The coordinator for public libraries in Alaska has also set out the issues in a presentation, as has the Colorado Library Consortium, the Connecticut Library Consortium, and the Massachusetts Library Association. The Idaho Commission for Libraries has shared a range of examples of re-opening plans from libraries of different sizes, which may be helpful. There are also specific guides for kerbside pickup from Illinois and Vermont.

Actions by Associations, National Libraries and library partners

Associations and Library Authorities

Library associations themselves are doing great work to inform their members and support them in difficult times. Many have set up pages with lists of reliable sources and guidance at the national level - complementing advice at the global or regional levels - and encouraged communication and coordination between library directors in order to share ideas and practice. Others are providing useful support for planning, both for the management of staff and buildings, and for the development of online services, through useful checklists and courses.

See in particular the following association pages:

Argentina: the Association of Qualified Librarians of the Republic of Argentina (ABGRA) has published a report on the response of libraries to the COVID-19 pandemic (in Spanish). This highlights in particular how important building a profile and providing services over social media became, and the need for national platforms of digital materials.

Australia: Australian Libraries Responding to COVID-19. ALIA has also made its Professional Development Postings freely available for the duration of the crisis, has launched a page of activities continuing during the pandemic, and is preparing a relief fund. ALIA has also published an interim report on libraries' response to COVID-19. With libraries re-opening, ALIA has launched a 'We're back' communications campaign, encouraging users to share what they missed while the library was closed. There are also efforts at the state level to analyse experience so far, for example that carried out in New South Wales, which highlighted both successes and challenges encountered.

Austria: the library association is providing valuable information to libraries about procedures for safe re-opening as well as sharing government advice, and has transformed its teaching activities into eLearning.

Belgium: Libraries and Archives Should Close for Visitors (in Dutch)

Bulgaria: Resources for Librarians in Responding to COVID-19 (in Bulgarian)

Cameroon: the Association of Librarians and Archivists of Cameroon has organised discussions between members using WhatsApp in order to identify future priorities, and is working with the Ministry of Culture and Bamenda University to coordinate archiving efforts around the Pandemic.

Chile: The Chilean Librarians' Association is working with a local NGO to collect stories about access to health information in order to strengthen advocacy in future.

China: The Library Society of China and the National LIbrary have shared a full summary of all of the activities that the association and libraries across China have been undertaking to support communities, from government to citizens.

Colombia: the Association of Colombian Librarians prepared a webinar (in Spanish, working with the IFLA LAC Section) on ideas on how librarians can respond

Croatia: the Croatian Library Association has set up a dedicated page with information on remote services, a data aggregation point on COVID-19 for libraries, access to virtual meeting services and electronic resources.

Czech Republic: the Czech library association has prepared an information page which includes health advice, updates on the government's response, and ideas on how to work with copyrght and privacy laws at the time of the pandemic.

Ghana: Ghana LIbrary Authority is promoting registrations for digital library cards, and has made resources available for libraries and users through its resource page.

Korea (Republic of): Statement on the Coronavirus Situation.

India: both the federal and state library associations have been active offering online training both related to COVID-19 and wider professional development, with the Karnataka state association offering an ongoing series. The National Librarians' Day on 12 August provided an opportunity for further reflection about the future of the field, for example through webinars organised by the Federation of Health Science Library Associations.

Indonesia: the Library Association of Indonesia has carried out a number of initiatives, including digital publications summarising relevant laws and regulations, scientific insights and analysis, rules in place on social gatherings, and a glossary on COVID-19, as well as continuing to support the profession in other ways throughout the pandemic. Iraq: The Iraqi Association of Libraries and Information has organised webinars focused on the role of digital libraries at the time of Coronavirus, as well as on broader digital transformation.

Italy: Where to Find Information (in Italian) offers an overview of national laws, sources of advice, and proposals on how to provide service while protecting privacy and health.

Malaysia: there is an extensive collection of examples of activities undertaken by libraries, and in particular the national library association, during the pandemic, presented on the pages of IFLA's Asia-Oceania section.

Myanmar: The Myanmar Library Association, in a successful cooperative effort, has run an active programme of online training and discussion for members, especially para-professionals, dissemination of information about COVID-19 and how libraries elsewhere are responding, and has developed its own guidance. The Association is also continuing to support a project to develop school libraries across the country.

Nigeria: the Nigerian Library and Information Science Students' Association has organised a series of lectures for its members over a series of days.

Puerto Rico: The Association of Librarians of Puerto Rico has launched a campaign around misinformation about COVID-19 (in Spanish)

Romania: the Association of Romanian Librarians has organised classes, webinars and working sessions to help members deal with the pandemic, as well as starting a public campaign #thelibraryfromhome. The Association has also collected data about libraries and services, while the wider field has supported overall efforts through 3D-printed protective equipment, supporting research, and combatting misinformation.

Serbia: the national library association has chosen to focus the next edition of its journal on the work of librarians during the pandemic.

Spain: the Network of Academic Libraries has prepared a resource page (in Spanish)

United States: The American Library Association has brought together its resources on recovery from COVID-19 onto a single page, including sections on advocacy and policy, education, data and research, and guidance content and protocols. The association's very useful Pandemic Preparedness toolkit is also still available. See also the resources gathered by ALA's Public Programs Office, and the webinar on remote service provision, and in their eBook on disaster preparedness, which has now been made open access. There is also this resource page prepared by the American Association of Law Libraries and the one by the American Association of School Librarians, which includes snapshots of the situation in school libraries and links to other key resources, as well as , the results of the Public Library Association's survey of how public libraries are responding, and this page on pandemic preparedness by the American Association of School Libraries.

Zimbabwe: the Zimbabwe Library Association has shared international experience, as well as looking to set up webinars, as well as to define points for advocacy around access to affordable e-libraries.

Furthermore, the Chinese Library Society has worked with the National Library to provide online learning while the Latvian Library Association has turned its conference into an online event combined with a social media campaign. The National Diet Library of Japan, as part of its support to the profession, has been monitoring and publishing update on the situation, as has saveMLAK (an organisation focused on helping libraries, archives and museums in times of crisis). The School Libraries Network in Portugal has both guidance and a platform to support school librarians in continuing to deliver on their missions, while the Information and Communication faculty at the University of Uruguay has collected examples of what libraries of all types across the country are doing in response to the pandemic

Other associations and organisations are active. CLIR has organised resources on COVID-19 on a special page, while the Association of Research Libraries has analysis of what academic and research libraries in the US and Canada are doing. The African Library and Information Association (AfLIA) is collecting examples of what libraries are doing in Africa and has a page on how libraries can respond plus a resource page, as is Infotecarios in Latin America (working with the Colombian Librarians' Association (ASCOLBI), LIBER for academic libraries in Europe and EBLIDA has developed a checklist of actions members can take. NAPLE in Europe has produced a valuable report highlighting the situation across 20 members as the pandemic arrived and took hold. This has since been updated with a review of measures being taken as libraries work to re-open, covering in particular safety measures and quarantining. READ has shared an overview of what its 107 centres across Bhutan, India and Nepal are doing in response to the pandemic.

The Association of Library and Information Science Educators has also published its own resource page, and the Federation of Health Science Libraries of India has organised webinars looking to the future of libraries post-COVID-19, as has the library at the Panjab University, Chandragarh, India, and the library of Alkafeel University, Iraq.

Meanwhile, the Association for the Promotion of School Documentary Services in Quebec has provided members with tools they can use to ensure that libraries are integrated in plans to provide remote learning, while the Every Library Institute has set up regular chats and an emergency fund to help libraries in difficulty.

National Libraries

In China, for example, the national digital library has been reinforced in order to deal with the increase in demand and has waived fines for borrowed materials which cannot be returned, as well as providing support to libraries and librarians across the country. In Korea, too, the national digital library has seen a major increase in use, and in Malaysia, the National Library has promoted its own digital library strongly on social media. The role of National Library resources in supporting the effort to combat the pandemic has been recognised by the British Library in its own resource page.

Some libraries have been able to negotiate the possibility to give wider access to legal deposit content for researchers and schools in Norway, and for researchers in the Czech Republic (alongside university libraries). Meanwhile, the National Library of Aruba has given access to the first eBooks in Papiamento (the local language), and will for the first time offer a Dutch-language eLending service, also for the first time, alongside working with the Internet Archive to offer a version of the National Emergency Library.

The National Library of Luxembourg, is making it possible to obtain a library card for three months by email, without the usual ID checks, in order to facilitate access, while the National Library of Morocco is maintaining both online inscriptions alongside ISBN and legal deposit services. The National Library of Lithuania is working with the School of Robotics to promote printing of personal protective equipment in public libraries across the country.

National institutions can also play an important role in speaking up for the sector. For example, in the archives field, The National Archives in London, UK, has set out clearly the challenges it worries that COVID-19 will bring to the field.

Library Partners

There have been very welcome moves by publishers, vendors and others working with libraries to facilitate access to content even when library buildings are forced to close. As set out in the statement by the IFLA President and Secretary-General, it is to be hoped that such steps are generalised as we all look to work together to allow learning, research and access to culture to continue.

A key step has been to allow remote access to content which normally would be restricted to on-site users. VitalSource has worked with its publisher partners to broaden access to materials using only an email address to log-in, as has ProQuest through eBook Central and Springer through extended log-in periods and Emerald through remote access possibilities, , while the Journal of the American Medical Association is also allowing for much more off-site access, as are sites such as ancestry.com. Michigan University Press is allowing read (but not download) access to much of its content. Children's publisher Collins in the UK is making content previously limited to on-site access available remotely. There are also positive examples from Latvia and Kenya, and from across the US as the pandemic spread into its second semester.

Some publishers have also been ready to take account of the fact that some libraries may simply not be able to make payments at the moment, for example Bristol University Press.

Like others (for example, APA, EBSCO, Emerald, Frontiers, Springer Nature, Elsevier, Oxford University Press, Cambridge University Press, ZBW - Leibniz Information Centre for Economics, ZB MED, and MIT Press), SAGE is also concentrating and sharing resources on COVID-19 and managing pandemics through a microsite. The White House has taken a major step to facilitate text and data mining to help find solutions by releasing 29 000 papers for analysis. Emerald is also boosting support for creating and sharing publications around how libraries have responded to the pandemic through making volumes open, and planning thematic issues.

A key question currently will be how long extraordinary measures last. Where these are withdrawn before libraries are able to return to normal operations, there is a risk of harm to library users.

Finally, a key IFLA partner - OCLC - has held a town hall meeting bringing together over a thousand librarians in order to share stories and build understanding of the needs of the profession.

Communicating with users in different languages

IFLA's Library Services to Multicultural Populations Section is working with the Australian Library and Information Association (ALIA) to develop translated signage and text to support libraries communicating with their linguistically diverse communities, particularly in relation to library closures and accessing online information. These resources are available in MS Word format. Libraries are welcome to adapt and use this content as best meets their needs to communicate with their community. Translations will be made available in more languages as they are developed.

Ongoing issues

IFLA is aware that the pandemic has brought up a number of wider issues which we are following closely. In addition to copyright - mentioned above - there are concerns around the impacts of the crisis on the broader culture, education and research sectors, privacy, and ensuring democratic norms are protected. We continue to monitor these issues closely and will share information and views as appropriate.

IFLA has also highlighted the challenges faced in particular by university libraries in accessing eBooks, and explored where there may be the grounds for a competition investigation. We have signed the ICOLC Statement on resource access and COVID-19, and produced our own set of principles for use by library associations in negotiations with rightholders, as well as principles governments should look to guarantee in order to ensure that the class of 2020 does not end up less well informed than those who have come before. Libraries themselves are speaking out against practices that can limit access, for example restrictive licensing, and the pricing of academic eBooks. IFLA itself has taken part in discussions around the potential of Controlled Digital Lending to provide answers to access challenges during the pandemic.

Through blogs, we have also explored how library values are being affected and potentially put at risk, and how libraries can support freedom of expression.

We have also produced a first blog looking at overall trends that may result from the pandemic, from a variety of policy perspectives, as well as a follow-up piece identifying specific potential advocacy points in the short, medium and longer term, and a set of ideas on how to build advocacy capacity, even while under lockdown. In particular, we have highlighted the importance of preserving the idea of core government funding for libraries so that they can maintain their public focus, and set out five suggestions, based on existing ideas, for how libraries can be included in economic stimulus packages.

IFLA's activities

IFLA's work to strengthen and unite the global library field continues, not just in spite of the COVID-19 Pandemic, but because of it. We are determined to maintain the momentum created by the Global Vision process and the launch of our Strategy last year, and believe strongly that the mission it sets out is as relevant now as it has ever been.

As set out in our FAQs about IFLA and the COVID-19 pandemic, we have already worked hard to ensure that our volunteers and staff can continue their crucial work, and have seen a series of successful mid-term meetings by our Professional Units organised over the past weeks. The above also contains a number of examples of what IFLA is already doing.

Meanwhile, IFLA's Document Delivery and Resource-Sharing Section has launched a new service to support the sharing of resources across borders as a way of relieving some of the disruption caused by the pandemic.

However, this is just the beginning. We are also looking forward to announcing exciting new services and opportunities to build a stronger field powering literate, informed and participatory societies into the future. In this, we will be working closely with our Professional Units - the biggest brains trust in the global library field - in order to help inspire, engage, enable and connect the global library field. We look forward to sharing more.

Last update: 13 October 2020

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​ Last update: 13 October 2020 The information and resources below are provided on a non-exhaustive basis but will be updated regularly. It is based on publicly available information, and that submitted to updates@ifla.org. We welcome additional ideas, references, suggestions and corrections to this address. Please see also our FAQs specifically concerning IFLA.

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How Students Benefit from a School Reopening Plan Designed for Those at the Margins

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How Students Benefit from a School Reopening Plan Designed for Those at the Margins

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Design processes typically start with an average population in mind. As a result, "a lot of people who are at margins get left out, or we worry about them 'catching up' to the design," says MIT professor of civic design Ceasar McDowell in a by the Interaction Institute for Social Change. McDowell likens that approach to staking a large tent with poles at the center. When a strong wind comes, it will collapse. If, instead, the tent is staked from the outside, it is more likely to withstand the weather. That's what McDowell calls "design for the margins." He gives another example, this time involving humans: sidewalk curb cuts. Originally created to help disabled World War II veterans navigate urban areas with wheelchairs, curb cuts became a legal requirement under the 1990 Americans with Disabilities Act.

"Now who benefits from that ?" McDowell asks. "Take your average day walking down the street, and you'll see a little kid riding his tricycle right across down the curb cut and across the street. Someone pulling their grocery cart. Someone pushing their baby. You'll even see runners making that run nice and smooth, they don't even have to jump off the curb to do it. But where did it start? It started by taking care of and paying attention to someone - some group of people who were at the margin of society to make sure they were taken care of, and in turn we were all taken care of."

The idea that creating equitable and flexible design can benefit all members of society undergirds universal design , a concept developed by architect Ronald Mace . Rooted in the disability rights movement, universal design is typically applied to products and the built environment, but the principles offer a valuable way to reimagine educational spaces, particularly during the coronavirus crisis . With the rapid switch to distance learning this spring, schools struggled to serve students who are at the margins for a variety of reasons, from disabilities to homelessness to . Recently, as schools planned for reopening, educators attending a design challenge hosted by University of California Berkeley's Professional Development Providers used universal design principles to think creatively about how schools might function in the fall.

Before the event, Shane Carter, one of the challenge coordinators, asked participants to consider two real students whose full and equal participation in school was limited by the mismatch between their circumstances and traditional structures and processes. During the event, attendees heard about school reopening experiences from teachers in multiple countries. Then, in virtual breakout groups, teachers brainstormed what and strategies they would need to implement new health-protective measures such as masks, ventilation, health screenings, sanitation, cohort learning and social distancing. They were encouraged to keep in mind the two students they had identified to ensure that they designed classroom and school practices that were "capacious enough and flexible enough" for all students.

In one breakout room for elementary educators, participants discussed the merits and drawbacks of masks and face shields and how young kids might respond to each. When a teacher said that one of her students was hard of hearing and needed to read lips, someone else said she had seen transparent masks designed for that purpose. Another teacher said that such masks could be helpful for all young kids as they're learning nonverbal communication. They could also help teachers better understand students while wearing masks. From there, the group's ideas started rolling. What if older kids in the district made transparent masks as part of an art or technology course? That could be a boost if time in those subjects is reduced due to rotational schedules, one teacher noted. Another pointed out that it would ensure all students had masks, regardless of family income.

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How Students Benefit from a School Reopening Plan Designed for Those at the Margins - MindShift

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By designing a better school experience for students at the margins, educators can make the in-school experience better for all.

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Tackling trauma: 6 steps for enhancing student mental health care

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Tackling trauma: 6 steps for enhancing student mental health care

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District leaders will have to augment school mental health services to better care for students returning to class having experienced various levels of trauma during the COVID outbreak, a new report says.

More than half of youth who receive mental health services are treated at school but less than half of schools report providing such care, according to Child Trends, a nonprofit that advocates for the nation's most vulnerable students.

With budget cuts looming in many states, the organization considers it unlikely administrators will be able to add new counselors.

Here are steps superintendents and their teams can take to boost mental health care when classes resume, whether that's online or in-person:
1. Acknowledge that some communities have been hit harder by the pandemic and the death of George Floyd.
Black, Latinx and Native American communities are contracting COVID-19 at disproportionate rates due to patterns of systemic racism in the health, education, housing, justice and other sectors, Childs Trends says.

More from DA: CDC prioritizes in-person learning in guidance for reopening schools

Along with this source of stress and trauma, many students and staff may also be involved or emotionally invested in the protests sparked by the killing of Black people by law enforcement.
2. Educate teachers and staff about trauma and mental health.
Teachers cannot provide the same services mental health professionals, but they can learn how to be the first to spot warning signs in students suffering trauma.
3. Ensure all staff should know how to connect students to mental health services.
Teachers in schools with mental health clinicians must be fully aware of the process for connecting students with treatment.

When schools that lack mental health clinicians, administrators can build partnerships with community-based providers and develop a referral system that applies in in-person and distance learning situations.

Administrators could also expand access to telehealth as part of the distance learning program.

Leaders should also ensure that students and families have access to culturally and linguistically appropriate treatment.
4. Equip staff with skills to develop safe learning environments.
Social-emotional learning, even as a part of online learning, can foster relationships and help students develop important coping skills.

More from DA: 3 ways to support students with emotional and behavioral disorders now

Child Trends researchers have reviewed a number of resources for treating student trauma. Because there has been little research into many of these interventions, school leaders should try to track the effectiveness of new mental health supports.
5. Support the mental health needs of teachers and staff.
School leaders must offer the same mental health and wellness resources to teachers and staff, who may be anxious about maintaining their own health, particularly in districts offering in-person instruction.

Teachers may also be coping with past experiences of discrimination-and trying to help students cope with racism-as the resurgent Black Lives Matter movement and issues of social justice have gained renewed prominence in many communities, according to Child Trends.
6. Involve the school community in mental health care.
School leaders should also enlist parents and other community members in helping to recognize and treat students' mental needs.

This is more urgent in schools serving Black, Latino, and Native American students, who may have a harder time accessing appropriate mental health services, Child Trends says.
DA's coronavirus page offers complete coverage of the impacts on K-12.

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6 ways schools can fortify student mental health care

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District leaders will have to augment school mental health services to better care for students returning to class having experienced various levels of trauma during the COVID outbreak, a new report says.

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NYSED.gov suggests providing students and teachers with IT support in consideration of the 2021 remote/blended learning schedule.

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The New York State Education Department today presented the framework of guidance to help schools and school districts as they plan to reopen, whether that occurs in person, remotely, or in a combination of the two. In addition to the framework presented today, formal guidance will be disseminated later this week that will enable New York's schools to continue to safely educate their students this fall.

"Creating a framework to reopen New York's schools has been an undertaking of paramount effort, made even more difficult by the devastating impact the pandemic has had here in New York State," said Board of Regents Chancellor Betty A. Rosa. "This framework and the guidance which will follow allows schools to plan for the upcoming school year under three different scenarios that aim to keep our children, educators and school personnel safe and encourages equitable access to high-quality services for all students."

"As we began to look at how we would consider reopening schools, we quickly recognized that we need to hear from as many people as possible to be sure the diverse voices of all New Yorkers are represented," said Interim Commissioner Shannon Tahoe. "The input we received from participants at our regional task force meetings and our student forum truly proved invaluable and, by working together, we will be able to ensure that the issues of health, safety, and educational equity are at the forefront of every decision."

The framework was informed by four virtual Regional School Reopening Task Force meetings as well as a student forum hosted by the Board of Regents and Department last month to gather input. Each regional meeting included more than 350 experts and stakeholders from health and education fields. In all, more than 1,650 parents, students, teachers, administrators, school board members and stakeholders, representing New York's diversity, attended and provided valuable feedback.

To assist school districts and schools as they plan for reopening, the Department has developed a portal for submitting school reopening plans to the Department, which will open on Friday, July 17. Guidance will be disseminated to schools prior to the opening of the portal and will include information on the following topics:

Health and Safety

Focused on preventive actions, schools will be required to: perform health checks and screenings, per DOH guidance, and recognize signs and symptoms of illness in students and staff; develop plans to maximize social distancing; develop plans to manage and isolate ill persons until they can be sent home; instruct students and staff in proper hand and respiratory hygiene; require wearing appropriate face coverings; and develop cleaning and disinfecting procedures for the school in accordance with CDC and DOH guidance.

Nutrition

Schools and school districts should include food service directors in reopening plan discussions so they are able to: provide all enrolled students with access to school meals each school day whether school is in-person or remote; address all applicable health and safety guidelines; ensure compliance with Child Nutrition Program requirements; and communicate with families through multiple means, in the languages spoken by families.

Social-Emotional Well-Being

Social emotional well-being must be schools' and districts' top priority in supporting school transitions, not at the expense of academics, but in order to create the mental, social, and emotional space for academic learning to occur.

Facilities

Schools and school districts should promote social distancing while maintaining existing safety requirements designed to protect students. To accomplish this, schools may expand their physical footprint or change the way they utilize space. Schools should also continue to meet or exceed ventilation requirements and may wish to consult with design professionals to increase ventilation and filtration.

Transportation

The school bus is an extension of the classroom and services should be provided to all students with consistency and equity. Each district will be required to: perform regular school bus disinfection measures; train school bus staff regarding social distancing on the bus, at stops, and at unloading times; and train staff regarding the wearing of masks. Students will wear masks and social distance on the bus. Districts will continue to provide transportation to homeless students, students in foster care, those who attend religious, independent or charter schools - and those with disabilities - just as they always have.

Budget and Fiscal

All schools and school districts must continue to meet existing state aid reporting requirements. Additionally, the content of data submissions, such as attendance data, will remain consistent with past practice, except where modified by law, regulation or executive order.

Chronic Absenteeism

School policies and procedures must focus on the academic consequences of lost instructional time and address absences before students fall behind in school. It is critical for schools to use a variety of creative methods to reach out to students and their families who have not engaged in distance learning.

School Schedules

Schools must create a comprehensive plan for a schedule that includes in-person instruction, remote instruction or a hybrid of both in-person and remote. All plans should be clearly communicated, with as much advanced notice as practicable, to students, families and staff.

Teaching and Learning-Requirements

Mandatory teaching and learning requirements include: clear opportunities for equitable instruction for all students; continuity of learning when using any instructional model; standards-based instruction; substantive daily interaction between teachers and students; and clear communication plans between parents and schools.

Teaching and Learning-Flexibility

To allow for schools and districts to adapt to complications caused by the pandemic, certain flexibilities will be authorized including: flexible student/staff ratio in prekindergarten; extended time for prekindergarten and kindergarten screening to be completed; a waiver allowing districts to convert UPK seats from full-day to half-day (not applicable to Statewide Universal Full Day Pre-K programs); flexibility with the 180 minutes per week Unit of Study requirement; flexibility in the delivery of physical education; allowance for a blend of hands-on and virtual science laboratory experiences; and when appropriate, districts and charters may utilize remote or virtual work-based learning experiences for CTE and CDOS programs.

Technology and Connectivity

Sufficient access to a computing device and high-speed broadband is essential for educational equity. Districts and schools must: have knowledge of the level of access all students and teachers have in their places of residence; to the extent practicable, address the need to provide devices and internet access to students and teachers who currently do not have sufficient access; and provide multiple ways for students to participate in learning and demonstrate mastery of learning standards in remote/blended models.

In addition, schools and districts should provide instruction on using technology and IT support for students, teachers and families and provide professional development for teachers and leaders on designing effective online/remote learning experiences.

Special Education: Mandatory Requirements

Schools and school districts are required to provide: a Free Appropriate Public Education consistent with the need to protect the health and safety of students with disabilities and those providing special education and services; meaningful parent engagement regarding the provision of services to their child; collaboration between Committee on Preschool Special Education/Committee on Special Education (CPSE/CSE) and program providers representing the variety of settings where students are served; access to the necessary instructional and technological supports to meet the unique needs of students; and documentation of programs and services and communications with parents.

Special Education: Recommended Elements

Schools and school districts should consider in-person services a priority for high-needs students and preschool students with disabilities whenever possible and consider contingency plans developed by the CPSE/CSE to address remote learning needs in the event of intermittent or extended school closures.

Bilingual Education and World Languages: Considerations and Best Practices

Schools and school districts should: Align policies to the Blueprint for ELL/MLL Success; ensure coordination content and ENL/BE teachers; adopt progress monitoring tools to measure ELL proficiency; provide social-emotional learning supports to ELLs in their home language; continue utilizing technology in ELL instruction; support SIFE and other vulnerable populations; ensure EMLL Profile supports early learning; and support completion of the NYS Seal of Biliteracy.

Staffing and Human Resources

As schools and school districts create their plans for the 2020-21 school year, they: must ensure that all teachers, school and district leaders and pupil personnel service professionals hold a valid and appropriate certificate for their assignment; can continue to utilize incidental teaching when determining how to staff their classrooms; can employ substitute teachers to address staffing needs for the allowable amount of days given their qualifications and teaching assignment; should work with educator preparation programs to identify appropriate ways in which student teachers can support classroom instruction; and should consider whether their currently approved APPR plans may need to be revised in order to be consistent with their plans for re-opening under an in-person, remote or hybrid instructional model.

Reopening Plan Timeline

By July 31, all districts and schools are required to create and submit to the Department Reopening Plans at the school level which should be posted on their public website and must contain the mandatory elements outlined in NYSED's School Reopening Guidance Document.

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State Education Department Presents Framework of Guidance to Reopen New York State Schools

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The New York State Education Department today presented the framework of guidance to help schools and school districts as they plan to reopen, whether that occurs in person, remotely, or in a combination of the two.

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Preparing your Library for social distancing.

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Preparing your Library for social distancing.

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NYSED.gov suggests that our libraries may need to physically change to accommodate the best plan for social distancing.

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The New York State Education Department today presented the framework of guidance to help schools and school districts as they plan to reopen, whether that occurs in person, remotely, or in a combination of the two. In addition to the framework presented today, formal guidance will be disseminated later this week that will enable New York's schools to continue to safely educate their students this fall.

"Creating a framework to reopen New York's schools has been an undertaking of paramount effort, made even more difficult by the devastating impact the pandemic has had here in New York State," said Board of Regents Chancellor Betty A. Rosa. "This framework and the guidance which will follow allows schools to plan for the upcoming school year under three different scenarios that aim to keep our children, educators and school personnel safe and encourages equitable access to high-quality services for all students."

"As we began to look at how we would consider reopening schools, we quickly recognized that we need to hear from as many people as possible to be sure the diverse voices of all New Yorkers are represented," said Interim Commissioner Shannon Tahoe. "The input we received from participants at our regional task force meetings and our student forum truly proved invaluable and, by working together, we will be able to ensure that the issues of health, safety, and educational equity are at the forefront of every decision."

The framework was informed by four virtual Regional School Reopening Task Force meetings as well as a student forum hosted by the Board of Regents and Department last month to gather input. Each regional meeting included more than 350 experts and stakeholders from health and education fields. In all, more than 1,650 parents, students, teachers, administrators, school board members and stakeholders, representing New York's diversity, attended and provided valuable feedback.

To assist school districts and schools as they plan for reopening, the Department has developed a portal for submitting school reopening plans to the Department, which will open on Friday, July 17. Guidance will be disseminated to schools prior to the opening of the portal and will include information on the following topics:

Health and Safety

Focused on preventive actions, schools will be required to: perform health checks and screenings, per DOH guidance, and recognize signs and symptoms of illness in students and staff; develop plans to maximize social distancing; develop plans to manage and isolate ill persons until they can be sent home; instruct students and staff in proper hand and respiratory hygiene; require wearing appropriate face coverings; and develop cleaning and disinfecting procedures for the school in accordance with CDC and DOH guidance.

Nutrition

Schools and school districts should include food service directors in reopening plan discussions so they are able to: provide all enrolled students with access to school meals each school day whether school is in-person or remote; address all applicable health and safety guidelines; ensure compliance with Child Nutrition Program requirements; and communicate with families through multiple means, in the languages spoken by families.

Social-Emotional Well-Being

Social emotional well-being must be schools' and districts' top priority in supporting school transitions, not at the expense of academics, but in order to create the mental, social, and emotional space for academic learning to occur.

Facilities

Schools and school districts should promote social distancing while maintaining existing safety requirements designed to protect students. To accomplish this, schools may expand their physical footprint or change the way they utilize space. Schools should also continue to meet or exceed ventilation requirements and may wish to consult with design professionals to increase ventilation and filtration.

Transportation

The school bus is an extension of the classroom and services should be provided to all students with consistency and equity. Each district will be required to: perform regular school bus disinfection measures; train school bus staff regarding social distancing on the bus, at stops, and at unloading times; and train staff regarding the wearing of masks. Students will wear masks and social distance on the bus. Districts will continue to provide transportation to homeless students, students in foster care, those who attend religious, independent or charter schools - and those with disabilities - just as they always have.

Budget and Fiscal

All schools and school districts must continue to meet existing state aid reporting requirements. Additionally, the content of data submissions, such as attendance data, will remain consistent with past practice, except where modified by law, regulation or executive order.

Chronic Absenteeism

School policies and procedures must focus on the academic consequences of lost instructional time and address absences before students fall behind in school. It is critical for schools to use a variety of creative methods to reach out to students and their families who have not engaged in distance learning.

School Schedules

Schools must create a comprehensive plan for a schedule that includes in-person instruction, remote instruction or a hybrid of both in-person and remote. All plans should be clearly communicated, with as much advanced notice as practicable, to students, families and staff.

Teaching and Learning-Requirements

Mandatory teaching and learning requirements include: clear opportunities for equitable instruction for all students; continuity of learning when using any instructional model; standards-based instruction; substantive daily interaction between teachers and students; and clear communication plans between parents and schools.

Teaching and Learning-Flexibility

To allow for schools and districts to adapt to complications caused by the pandemic, certain flexibilities will be authorized including: flexible student/staff ratio in prekindergarten; extended time for prekindergarten and kindergarten screening to be completed; a waiver allowing districts to convert UPK seats from full-day to half-day (not applicable to Statewide Universal Full Day Pre-K programs); flexibility with the 180 minutes per week Unit of Study requirement; flexibility in the delivery of physical education; allowance for a blend of hands-on and virtual science laboratory experiences; and when appropriate, districts and charters may utilize remote or virtual work-based learning experiences for CTE and CDOS programs.

Technology and Connectivity

Sufficient access to a computing device and high-speed broadband is essential for educational equity. Districts and schools must: have knowledge of the level of access all students and teachers have in their places of residence; to the extent practicable, address the need to provide devices and internet access to students and teachers who currently do not have sufficient access; and provide multiple ways for students to participate in learning and demonstrate mastery of learning standards in remote/blended models.

In addition, schools and districts should provide instruction on using technology and IT support for students, teachers and families and provide professional development for teachers and leaders on designing effective online/remote learning experiences.

Special Education: Mandatory Requirements

Schools and school districts are required to provide: a Free Appropriate Public Education consistent with the need to protect the health and safety of students with disabilities and those providing special education and services; meaningful parent engagement regarding the provision of services to their child; collaboration between Committee on Preschool Special Education/Committee on Special Education (CPSE/CSE) and program providers representing the variety of settings where students are served; access to the necessary instructional and technological supports to meet the unique needs of students; and documentation of programs and services and communications with parents.

Special Education: Recommended Elements

Schools and school districts should consider in-person services a priority for high-needs students and preschool students with disabilities whenever possible and consider contingency plans developed by the CPSE/CSE to address remote learning needs in the event of intermittent or extended school closures.

Bilingual Education and World Languages: Considerations and Best Practices

Schools and school districts should: Align policies to the Blueprint for ELL/MLL Success; ensure coordination content and ENL/BE teachers; adopt progress monitoring tools to measure ELL proficiency; provide social-emotional learning supports to ELLs in their home language; continue utilizing technology in ELL instruction; support SIFE and other vulnerable populations; ensure EMLL Profile supports early learning; and support completion of the NYS Seal of Biliteracy.

Staffing and Human Resources

As schools and school districts create their plans for the 2020-21 school year, they: must ensure that all teachers, school and district leaders and pupil personnel service professionals hold a valid and appropriate certificate for their assignment; can continue to utilize incidental teaching when determining how to staff their classrooms; can employ substitute teachers to address staffing needs for the allowable amount of days given their qualifications and teaching assignment; should work with educator preparation programs to identify appropriate ways in which student teachers can support classroom instruction; and should consider whether their currently approved APPR plans may need to be revised in order to be consistent with their plans for re-opening under an in-person, remote or hybrid instructional model.

Reopening Plan Timeline

By July 31, all districts and schools are required to create and submit to the Department Reopening Plans at the school level which should be posted on their public website and must contain the mandatory elements outlined in NYSED's School Reopening Guidance Document.

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State Education Department Presents Framework of Guidance to Reopen New York State Schools

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The New York State Education Department today presented the framework of guidance to help schools and school districts as they plan to reopen, whether that occurs in person, remotely, or in a combination of the two.

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Supporting Student Social and Emotional Learning and Mental and Behavioral Health Amidst COVID-19

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Preparing K-12 School Administrators for a Safe Return To School in Fall 2020

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Centers for Disease Control and Prevention

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Important update: Healthcare facilities

CDC has updated select ways to operate healthcare systems effectively in response to COVID-19 vaccination. Learn more

Preparing K-12 School Administrators for a Safe Return to School in Fall 2020

Schools are an important part of the infrastructure of communities and play a critical role in supporting the whole child, not just their academic achievement.

This guidance is intended to aid school administrators as they consider how to protect the health, safety, and wellbeing of students, teachers, other school staff, their families, and communities and prepare for educating students this fall.

This guidance is for K-12 school administrators who are preparing for students, teachers, and staff to return to school in fall 2020. School administrators are individuals who oversee the daily operations of K-12 schools, and may include school district superintendents, school principals, and assistant principals.
It is critical that all administrators:

Engage and encourage everyone in the school and the community to practice preventive behaviors. These are the most important actions that will support schools' safe reopening and will help them stay open.

Implement multiple SARS-CoV-2 mitigation strategies (e.g., social distancing, masks, hand hygiene, and use of cohorting).

Communicate, educate, and reinforce appropriate hygiene and social distancing practices in ways that are developmentally appropriate for students, teachers, and staff.

Integrate SARS-CoV-2 mitigation strategies into co-curricular and extracurricular activities (e.g., limiting or cancelling participation in activities where social distancing is not feasible).

Maintain healthy environments (e.g., cleaning and disinfecting frequently touched surfaces).

Make decisions that take into account the level of community transmission.

Repurpose unused or underutilized school (or community) spaces to increase classroom space and facilitate social distancing, including outside spaces, where feasible.

Develop a proactive plan for when a student or staff member tests positive for COVID-19.

Develop a plan with state and local health department to conduct case tracing in the event of a positive case.

Educate parents and caregivers on the importance of monitoring for and responding to the symptoms of COVID-19 at home.

Develop ongoing channels of communication with state and local health departments to stay updated on COVID-19 transmission and response in your local area.

The guidance described in this document is based on the best available evidence at this time. This guidance is meant to supplement-not replace-any state, local, territorial, or tribal health and safety laws, rules, and regulations with which schools must comply.

Key considerations for school administrators

COVID-19 transmission rates in the immediate community and in the communities in which students, teachers, and staff live

Approaches to cohorting that fit the needs of your school/district and community (e.g., keeping students in class pods, staggering when students return to school facility, having the same teacher stay with the same group of students)
Can unused or underutilized school spaces, including outdoor spaces, be repurposed to increase classroom space and facilitate social distancing?

Concurrently implementing multiple strategies in school to prevent the spread of COVID-19 (e.g., social distancing, masks, hand hygiene, and use of cohorting)

Best practices for your school and community to communicate, educate, and reinforce personal protective behaviors to prevent the spread of COVID-19 in school and in the community

Integrating strategies to reduce COVID-19 transmission into co-curricular and extracurricular activities (e.g., limiting participation in activities where social distancing is not feasible)

Planning and preparing for when someone gets sick

Working with state and local health authorities to develop a plan to conduct contact tracing in the event of a positive case

Communicating appropriately to families about home-based symptom screening

Critical role of schools

This guidance is intended, first and foremost, to protect the health, safety and wellbeing of students, teachers, other school staff, their families, and communities.

Schools are an important part of the infrastructure of communities, as they provide safe, supportive learning environments for students, employ teachers and other staff, and enable parents, guardians, and caregivers to work. Schools also provide critical services that help to mitigate health disparities, such as school meal programs, and social, physical, behavioral, and mental health services. School closure disrupts the delivery of these critical services to children and families, and places additional economic and psychological stress on families, which can increase the risk for family conflict and violence.

The unique and critical role that schools play makes them a priority for opening and remaining open, enabling students to receive both academic instruction and support as well as critical services. In order to prioritize opening schools safely and helping them to remain open, communities should consider adopting actions to mitigate community transmission. CDC's Implementation of Mitigation Strategies for Communities with Local COVID-19 Transmission has strategies for community mitigation to reduce or prevent the spread of COVID-19, which in turn will help schools to open and stay open safely. Recognizing the importance of providing safe, in-person learning, communities may also wish to help schools by examining whether additional public or private space, including outdoor spaces, that is currently underutilized might be safely repurposed for school and instructional purposes.

Returning to school in fall 2020 poses new challenges for schools, including implementing mitigation measures (e.g., social distancing, cleaning and disinfection, hand hygiene, use of masks), addressing social, emotional, and mental health needs of students, addressing potential learning loss, and preparing for the probability of COVID-19 cases within the broader school community.

This guidance provides information about:

What is currently known about COVID-19 among school-aged children

The importance of going back to school safely

What is currently known about SARS-CoV-2 (the virus that causes COVID-19) transmission in schools and its impact on community transmission

The ways administrators for kindergarten through grade 12 (K-12) schools can plan and prepare for in-person instruction and minimize the impact of potential closures

What is known about the signs and symptoms, burden, and transmission of SARS-CoV-2 among children?

Signs and symptoms

Common COVID-19 symptoms among children include fever, headache, sore throat, cough, fatigue, nausea/vomiting, and diarrhea. However, many children and adults infected with the virus that causes COVID-19 are asymptomatic (meaning they have no signs or symptoms of illness).

Impact of COVID-19 on children

Early reports suggest the number of COVID-19 cases among children may vary by age and other factors. Adolescents aged 10-17 may be more likely to become infected with SARS-CoV-2 than children younger than age 10, but adolescents do not appear to be at higher risk of developing severe illness. There are currently a higher proportion of COVID-19 cases among Hispanic/Latino children as compared to non-Hispanic white children. Children and adults with certain underlying medical conditions are at increased risk of severe illness from COVID-19. Severe illness means that they may require hospitalization, intensive care, or a ventilator to help them breathe, or may even die. Children with intellectual and developmental disabilities are more likely to have comorbid medical conditions (e.g., diseases of the respiratory system; endocrine, nutritional and metabolic diseases; and diseases of the circulatory system) that may put them at increased risk for severe illness from COVID-19. Although rare, some children have developed multisystem inflammatory syndrome (MIS-C) after exposure to SARS-CoV-2. As of May 20, 2020, the majority of children hospitalized with MIS-C had recovered.

Data on SARS-CoV-2 transmission among children are limited. Evidence from other countries suggests that the majority of children with COVID-19 were infected by a family member. For example, the first pediatric patients in South Korea and Vietnam were most likely from contact with an adult family member. Published reports from contact tracing of students with COVID-19 in schools from France, Australia, and Ireland suggest that students are not as likely to transmit the virus to other students compared to household contacts. However, more research is needed on SARS-CoV-2 transmission between children and household members.

What is known about how schools have reopened and the impact on SARS-CoV-2 transmission?

Internationally, schools have responded to COVID-19 using a variety of approaches. For example, China, Denmark, Norway, Singapore, and Taiwan all required temperature checks at school entry. Most countries have changed the way they operate to reduce class sizes, increase physical distance between students, and keeping students in defined groups to reduce contacts (i.e., cohorting). Furthermore, many countries have staggered attendance, start and stop times, and created alternating shifts to enable social distancing. In some places this means that only certain students have returned to schools, either by grade range or need. For example, Denmark was the first European country to reopen schools. Denmark staggered students' reentry in waves (e.g., one group started school first, followed by another group at a later date), with limited class sizes and using other social distancing measures. Younger students (under age 12) returned first based on their lower health risk and need for more supervision than older students. Class sizes were reduced to allow physical distancing. In Taiwan, students returned to school with mandatory temperature checks and use of face masks. Rather than national school closures, Taiwan relied on local decision-making to determine if classroom or school closures were needed, based on infection rates.

It is important to consider community transmission risk as schools reopen. Evidence from schools internationally suggests that school re-openings are safe in communities with low SARS-CoV-2 transmission rates. Computer simulations from Europe have suggested that school re-openings may further increase transmission risk in communities where transmission is already high. More research and evaluation is needed on the implementation of mitigation strategies (e.g., social distancing, masks, hand hygiene, and use of cohorting) used in schools to determine which strategies are the most effective. Such research would improve understanding of the impact of mitigation strategies on the risk of SARS-CoV-2 transmission in schools, and ongoing monitoring and surveillance of transmission in schools could help with timely outbreak detection and prevent wider spread.

Why is it important to open schools for in-person instruction?

While opening schools - like opening any building or facility-does pose a risk for the spread of COVID-19, there are many reasons why opening schools in the fall of 2020 for in-person instruction is important.

Schools play a critical role in the wellbeing of communities

Schools are a fundamental part of the infrastructure of communities. Schools provide safe and supportive environments, structure, and routines for children, as well as other needed support services to children and families. Schools play a vital role in the economic health of communities by employing teachers and other staff and helping parents, guardians, and caregivers work.

Schools provide critical instruction and academic support

Schools provide critical instruction and academic support that benefit students and communities in both the short- and long-term. The main role and priorities of K-12 educational institutions are to provide age-appropriate instruction and support students' academic development. Reopening schools will provide in-person instruction for students, facilitate increased communication between teachers and students, and provide students with critical academic services, including school-based tutoring, special education, and other specialized learning supports.

In-person instruction may be particularly beneficial for students with additional learning needs. Children with disabilities may not have access through virtual means to the specialized instruction, related services or additional supports required by their Individualized Education Programs (IEPs) or 504 Plans. Students may also not have access through virtual means to quality English Language Learning (ELL).

When schools are closed to in-person instruction, disparities in educational outcomes could become wider, as some families may not have capacity to fully participate in distance learning (e.g., computer and internet access issues, lack of parent, guardian, or caregiver support because of work schedules) and may rely on school-based services that support their child's academic success. The persistent achievement gaps that already existed prior to COVID-19 closures, such as disparities across income levels and racial and ethnic groups, could worsen and cause long-term effects on children's educational outcomes, health, and the economic wellbeing of families and communities. While concern over higher rates of COVID-19 among certain racial/ethnic groups may amplify consideration of closing a school that educates primarily racial minority students, there should also be consideration that these may also be the schools most heavily relied upon for students to receive other services and support, like nutrition and support services.

Schools play a critical role in supporting the whole child, not just the academic achievement of students

Social and emotional health of students can be enhanced through schools

Mental health of students can be fostered through school supports and services

Schools are an important venue for students to receive emotional and psychological support from friends, teachers, and other staff members. Lengthy school building closures can leave some students feeling isolated from important friendships and support from other caring adults. Schools also provide critical psychological, mental and behavioral health (e.g., psychological counselling, mental and behavioral assessment) services to children who may not have access to these services outside of school. School closures have limited the availability of these services. Furthermore, isolation and uncertainty about the COVID-19 pandemic can create feelings of hopelessness and anxiety while removing important sources of social support. Some students may have experienced trauma through the loss of a loved one from COVID-19. Increases in anxiety and depression may occur when students do not have the structure and routine that being in school brings to their daily lives. Finally, having opportunities to be physically active through recess and physical education can help improve students' feelings of anxiety and sadness. These physical activities should be provided regularly to students in a safe and supportive environment that includes physical distancing and strategies to reduce close contact between students.

Continuity of other special services is important for student success

Students who rely on key services, such as school food programs, special education and related services (e.g., speech and social work services, occupational therapy), and after school programs are put at greater risk for poor health and educational outcomes when school buildings are closed and they are unable to access such school health programs and services. During periods of school building closures, students had limited access to many of these critical services, potentially widening educational and health disparities and inequities.

How can K-12 schools prepare for going back to in-person instruction?

Expect cases of COVID-19 in communities

International experiences have demonstrated that even when a school carefully coordinates, plans, and prepares, cases may still occur within the community and schools. Expecting and planning for the occurrence of cases of COVID-19 in communities can help everyone be prepared for when a case or multiple cases are identified.

Coordinate, plan, and prepare

Administrators should coordinate with local public health officials to stay informed about the status of COVID-19 transmission in their community. Additionally, planning and preparing are essential steps administrators can take to safely reopen schools:

CDC's Considerations for Schools provides detailed recommendations for schools to plan and prepare to reduce the spread of COVID-19, establish healthy environments and maintain healthy operations. This guidance includes information about implementation of mitigation strategies, such as physical distancing within buses, classrooms and other areas of the school, healthy hygiene habits, cleaning and disinfection, use of masks, staggering student schedules, and planning for staff and teacher absences (e.g., back-up staffing plans).

One important strategy that administrators can consider is cohorting (or "pods"), where a group of students (and sometimes teachers) stay together throughout the school day to minimize exposure for students, teachers, and staff across the school environment. At the elementary school level, it may be easier to keep the same class together for most of the school day. In middle and high school settings, cohorting of students and teachers may be more challenging. However, strategies such as creating block schedules or keeping students separated by grade can help to keep smaller groups of students together and limit mixing. Strategies that keep smaller groups of students together can also help limit the impact of COVID-19 cases when they do occur in a school. If a student, teacher, or staff member tests positive for SARS-CoV-2, those in close contact should follow CDC quarantine guidance. This helps prevent a disruption to the rest of the school and community by limiting the exposure. Schools should have systems in place to support continuity or learning for students who need to stay home for either isolation or quarantine. This includes access to online learning, school meals, and other services. The same holds for students with additional needs, including children with a disability, that makes it difficult to adhere to mitigation strategies.

Prepare for potential COVID-19 cases and increased school community transmission

Schools should be prepared for COVID-19 cases and exposure to occur in their facilities. Collaborating with local health officials will continue to be important once students are back to school, as they can provide regular updates about the status of COVID-19 in the community and help support and maintain the health and wellbeing of students, teachers, and staff. Having a plan in place for maintaining academic instruction and ensuring students have access to special services is also critical.

Making decisions about school operations

Administrators should make decisions in collaboration with local health officials based on a number of factors, including the level of community transmission, whether cases are identified among students, teachers, or staff, what other indicators local public health officials are using to assess the status of COVID-19, and whether student, teacher, and staff cohorts are being implemented within the school.

What is the level of community transmission?

There are specific strategies schools can implement based on the level of community transmission reported by local health officials:

If there is no to minimal community transmission, reinforcing everyday preventive actions, ensuring proper ventilation within school facilities, including buses, and maintaining cleaning and disinfection practices remain important. These actions can help minimize potential exposure. Schools should also monitor absenteeism among teachers, staff, and students to identify trends and determine if absences are due to COVID-19, symptoms that led to quarantine, concerns about being in the school environment and personal health and safety, or positive test results. Anyone who tests positive for COVID-19 should stay home and self-isolate for the timeframe recommended by public health officials. Anyone who has had close contact with someone who has tested positive or is symptomatic for COVID-19 should stay home until receiving a negative result, or stay home and monitor for symptoms.

If there is minimal to moderate community transmission, schools should follow the actions listed above, and continue implementing mitigation strategies such as social distancing, use of masks, reinforcing everyday preventive actions, and maintaining cleaning and disinfection. This also can include ensuring that student and staff groupings/cohorts are as static as possible and that mixing groups of students and staff is limited.

If there is substantial, controlled transmission, significant mitigation strategies are necessary. These include following all the actions listed above and also ensuring that student and staff groupings/cohorts are as static as possible with limited mixing of student and staff groups, field trips and large gatherings and events are canceled, and communal spaces (e.g., cafeterias, media centers) are closed.

If there is substantial, uncontrolled transmission, schools should work closely with local health officials to make decisions on whether to maintain school operations. The health, safety, and wellbeing of students, teachers, staff and their families is the most important consideration in determining whether school closure is a necessary step. Communities can support schools staying open by implementing strategies that decrease a community's level of transmission. However, if community transmission levels cannot be decreased, school closure is an important consideration. Plans for virtual learning should be in place in the event of a school closure.

Did a student or staff member test positive for SARS-CoV-2?
If someone within the school community (e.g., student, teacher, staff) tested positive for SARS-CoV-2, assessing the level of risk is important to determine if, when, and for how long part or all of a school should be closed. K-12 administrators can also refer to CDC's Interim Considerations for K-12 for School Administrators for SARS-CoV-2 Testing, which provides additional information about viral diagnostic testing. A single case of COVID-19 in a school would not likely warrant closing the entire school, especially if levels of community transmission are not high. The levels of community transmission described above and the extent of close contacts of the individual who tested positive for SARS-CoV-2 should all be considered before closing. These variables should also be considered when determining how long a school, or part of the school, stays closed. If the transmission of the virus within a school is higher than that of the community, or if the school is the source of an outbreak, administrators should work collaboratively with local health officials to determine if temporary school closure is necessary. Students, teachers, and staff who test positive or had close contact of the individual who tested positive should be provided with guidance for when it is safe to discontinue self-isolation or end quarantine.

What other indicators are local public health officials using to assess the status of COVID-19? Local health officials can help inform decisions related to school operations by examining public health indicatorspdf icon that are used to determine level of community transmission and disease severity levels. For example, indicators such as healthcare capacity (e.g., staffing, ICU bed occupancy), changes in newly identified COVID-19 cases, and percentage of people testing positive for SARS-CoV-2 infections in the community might be useful to determine whether to maintain or modify school operations. These indicators are set by state, local, tribal, and territorial health and healthcare officials, and should be shared with schools for decision making.

Is a cohort approach used within the school? The level of student and staff mixing within the school should also be considered. If students are kept in cohorts to minimize mixing of students, exposure to an individual with COVID-19 may be limited to one particular cohort and not pose a broad risk to the rest of the school. Cohorts that have been in close contact with someone with COVID-19 can switch to virtual learning and stay home in accordance with CDC's guidelines for quarantine and self-isolation, and the school may remain open.

Communicate with families, staff, and other partners

When preparing to go back to school, regular communication should be used to update students, families, teachers, and staff about academic standards, meal program services, and access to other school-based essential services that students and families rely on.

Regular communication with families, staff, and other partners should include:

Updates about the status of COVID-19 in the school and community

Notification when there are COVID-19 cases in the school (when communicating about the health status of students, schools should take care to avoid disclosing personally identifiable information and should follow all applicable privacy requirements, including those of the Family Educational Rights and Privacy Act)

Explanation of what parents, students, teachers, and staff can expect when returning to school; in particular, communicating about:

Actions being taken to prevent SARS-Cov-2 transmission in buses, school buildings and facilities

Actions that families and households can take to help prevent the spread of COVID-19

Actions families can take to manage anxiety about COVID-19

Decisions about operational status, potential use of virtual learning if COVID-19 cases are identified among students, teachers, or staff, and

Guidance on caring for someone who is sick and for parents, guardians, and caregivers who are sick

Guidance on how to reduce stigma. Fear and anxiety about a disease can lead to social stigma, which is negative attitudes and beliefs toward people, places, or things

Families and students who had to make alternative arrangements with community providers to receive services (e.g., physical or occupational therapy, speech therapy, mental health services) during periods of school closures may need additional support and communication to establish a transition plan upon returning to school. Additionally, some families may have experienced significant hardship that now increases the number of students who need or qualify for some services, such as school meal programs. Schools can take actions to identify, support, and communicate with families who need to initiate new services as schools prepare to open. Administrators can work with community partners to plan for additional school-based services and programs during the transition back to normal schedules in anticipation of an increased need for mental health services.

Cohorting (sometimes called podding) is a new term for a strategy that schools may use to limit contact between students and staff as part of their efforts to limit transmission of SARS-CoV-2 (the virus that causes COVID-19). These strategies work by keeping groups of students - and sometimes staff - together over the course of a pre-determined period of time. Ideally, the students and staff within a cohort will only have physical proximity with others in the same cohort. This practice may help prevent the spread of COVID-19 by limiting cross-over of students and teachers to the extent possible, thus:

Decreasing opportunities for exposure or transmission of SARS-CoV-2

Reducing contact with shared surfaces

Facilitating more efficient contact tracing in the event of a positive case

Allowing for targeted testing, quarantine, and/or isolation of a single cohort instead of school-wide measures in the event of a positive case or cluster of cases

Cohorting strategies are common practice in many elementary schools across the United States. Many elementary school students have the same teacher and classmates during the entire school year. Implementation of this strategy varies, depending on setting and resources. For example:

Schools may keep cohorts together in one classroom, and have teachers rotate between rooms.

Schools may alternate cohorts by days or weeks, with cohorts assigned to specific days or weeks.

Schools may adopt a hybrid approach, with some cohorts assigned to in-person learning and others assigned to online learning.

Evidence of the impact of cohorting on spread of COVID-19 is limited. Some evidence from other viral disease outbreaks and school reopenings in international settings suggests that cohorting may be an important tool for mitigating COVID-19 spread. However, it is essential to note that those studies were conducted in very different contexts, in communities with lower transmission levels.

1. Capaldi, D. M., Knoble, N. B., Shortt, J. W., & Kim, H. K. (2012). A systematic review of risk factors for intimate partner violence. Partner abuse, 3(2), 231-280

2. Intimate Partner Violence and Child Abuse Considerations During COVID-19pdf icon . Substance Abuse and Mental Health Services Administration . 2020.

3. Coronavirus Disease 2019 in Children - United States, February 12-April 2, 2020. Morb Mortal Wkly Rep. 2020;69:422-426.

4. CDC COVID Data Tracker. Accessed on July 6, 2020.

5. Coronavirus Disease 2019 in Children - United States, February 12-April 2, 2020. Morb Mortal Wkly Rep. 2020;69:422-426.

6. CDC COVID Data Tracker. Accessed on July 21, 2020.

7. Coronavirus Disease 2019 in Children - United States, February 12-April 2, 2020. Morb Mortal Wkly Rep. 2020;69:422-426.

8. CDC COVID Data Tracker. Accessed on July 6, 2020.

9. Coronavirus Disease 2019 in Children - United States, February 12-April 2, 2020. Morb Mortal Wkly Rep. 2020;69:422-426.

10. Coronavirus Disease 2019 in Children - United States, February 12-April 2, 2020. Morb Mortal Wkly Rep. 2020;69:422-426.

11. Turk, M. A., Landes, S. D., Formica, M. K., & Goss, K. D. (2020). Intellectual and developmental disability and COVID-19 case-fatality trends: TriNetX analysis. Disability and Health Journal, 100942.

12. Feldstein LR, Rose EB, Horwitz SM, Collins JP, Newhams MM, Son MB, Newburger JW, Kleinman LC, Heidemann SM, Martin AA, Singh AR. Multisystem Inflammatory Syndrome in US Children and Adolescents [published online ahead of print June 29, 2020]. New Eng J Med. DOI: 10.1056/NEJMoa2021680

13. Rajmil L. Role of children in the transmission of the COVID-19 pandemic: a rapid scoping review. BMJ Paediatr Open. 2020;4:e000722.

14. Park JY, Han MS, Park KU, Kim JY, Choi EH. First pediatric case of Coronavirus Disease 2019 in Korea. J Korean Med Sci. 2020;35:e124.

15. Le HT, Nguyen LV, Tran DM, Do HT, Tran HT, Le YT, Phan PH. The first infant case of COVID-19 acquired from a secondary transmission in Vietnam. Lancet Child Adolesc Health. 2020;4:405-6.

16. Danis K, Epaulard O, Bénet T, Gaymard A, Campoy S, Botelho-Nevers E, et al. Cluster of Coronavirus Disease 2019 (COVID-19) in the French Alps, 2020. Clin Infect Dis.2020; ciaa424,

17. National Centre for Immunisation Research and Surveillance (NCIRS). COVID-19 in schools - the experience in NSW. Sydney,Australia: NCIRSpdf icon ; 2020.

18. Laura H, Geraldine C, Ciara K, David K, Geraldine M. No evidence of secondary transmission of COVID-19 from children attending school in Ireland, 2020. Euro Surveill. 2020;25:pii=2000903.

19. Melnick, H., & Darling-Hammond, L. (with Leung, M., Yun, C., Schachner, A., Plasencia, S., & Ondrasek, N.). (2020). Reopening schools in the context of COVID-19: Health and safety guidelines from other countries (policy brief). Palo Alto, CA: Learning Policy Institute.

20. Sheikh A, Sheikh A, Sheikh Z, Dhami S. Reopening schools after the COVID-19 lockdown. J Glob Health. 2020 Jun;10(1):010376.

21. Melnick, H., & Darling-Hammond, L. (with Leung, M., Yun, C., Schachner, A., Plasencia, S., & Ondrasek, N.). (2020). Reopening schools in the context of COVID-19: Health and safety guidelines from other countries (policy brief). Palo Alto, CA: Learning Policy Institute.

22. Guthrie BL, Tordoff DM, Meisner J, Tolentino L et al., Summary of School Re-Opening Models and Implementation Approaches During the COVID 19pdf icon Pandemic [Accessed July 13, 2020].

23. Melnick, H., & Darling-Hammond, L. (with Leung, M., Yun, C., Schachner, A., Plasencia, S., & Ondrasek, N.). (2020). Reopening schools in the context of COVID-19: Health and safety guidelines from other countries (policy brief). Palo Alto, CA: Learning Policy Institute.

24. Melnick, H., & Darling-Hammond, L. (with Leung, M., Yun, C., Schachner, A., Plasencia, S., & Ondrasek, N.). (2020). Reopening schools in the context of COVID-19: Health and safety guidelines from other countries (policy brief). Palo Alto, CA: Learning Policy Institute.

25. Reopening schools in Denmark did not worsen outbreak, data shows. (2020, May 28). Retrieved July 3, 2020.

26. Estrin, D. (2020, June 3). After Reopening Schools, Israel Orders Them To Shut If COVID-19 Cases Are Discovered. Retrieved July 3, 2020.

27. Spells A. and Jones CK. Texas coronavirus cases top 1,300 from child care facilities alone. CNN. Published 2020. Accessed July 8, 2020.

28. School openings across globe suggest ways to keep coronavirus at bay, despite outbreaks. Science. Retrieved July 10, 2020.

29. Stage HB, Shingleton J, Ghosh S, Scarabel F, Pellis L, Finnie T. Shut and re-open: the role of schools in the spread of COVID-19 in Europe. arXiv preprint arXiv:2006.14158. Retrieved 2020 Jun 25.

30. Dorn E, Hancock B, Sarakatsannis J, Viruleg E. COVID-19 and student learning in the United States: the hurt could last a lifetime. Retrieved July 4, 2020.

31. Fitzpatrick, B. R., Berends, M., Ferrare, J. J., & Waddington, R. J. (2020). Virtual Illusion: Comparing Student Achievement and Teacher and Classroom Characteristics in Online and Brick-and-Mortar Charter Schools. Educational Researcher, 49(3), 161-175.

32. Fitzpatrick, B. R., Berends, M., Ferrare, J. J., & Waddington, R. J. (2020). Virtual Illusion: Comparing Student Achievement and Teacher and Classroom Characteristics in Online and Brick-and-Mortar Charter Schools. Educational Researcher, 49(3), 161-175.

33. Petretto DR, Masala I, Masala C. Special educational needs, distance learning, inclusion and COVID-19. Education Sciences, 10, 2020;154. doi:10.3390/educsci10060154

34. Granados A, Parker C, Boney L. How is COVID-19 affecting ESL students?. EducationNC. Published 2020. Accessed July 13, 2020.

35. Dorn E, Hancock B, Sarakatsannis J, Viruleg E. COVID-19 and student learning in the United States: the hurt could last a lifetime. Retrieved July 4, 2020.

36. U.S. Department of Education, Office of Elementary and Secondary Education, Consolidated State Performance Report, 2017-18. See Digest of Education Statistics 2019.

37. Fitzpatrick, B. R., Berends, M., Ferrare, J. J., & Waddington, R. J. (2020). Virtual Illusion: Comparing Student Achievement and Teacher and Classroom Characteristics in Online and Brick-and-Mortar Charter Schools. Educational Researcher, 49(3), 161-175.

38. Fitzpatrick, B. R., Berends, M., Ferrare, J. J., & Waddington, R. J. (2020). Virtual Illusion: Comparing Student Achievement and Teacher and Classroom Characteristics in Online and Brick-and-Mortar Charter Schools. Educational Researcher, 49(3), 161-175.

39. Collaborative for Academic, Social, and Emotional Learning (CASEL). What is SEL? Website. Accessed July 4, 2020.

40. Loades et al. Rapid systematic review: The impact of social isolation and loneliness on the mental health of children and adolescents in the context of COVID-19. J Am Acad Child Adolesc Psych. 2020; preprint.

41. Basch C. Healthier students are better learners: high-quality, strategically planned, and effectively coordinated school health programs must be a fundamental mission of schools to help close the achievement gap. J Sch Health. 2011;81:650-662.

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Important update: Healthcare facilities CDC has updated select ways to operate healthcare systems effectively in response to COVID-19 vaccination. Learn more Preparing K-12 School Administrators for a Safe Return to School in Fall 2020 Schools are an important part of the infrastructure of communities and play a critical role in supporting the whole child, not just their academic achievement.

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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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As schools across the world temporarily close their doors due to the COVID-19 pandemic, educators are turning to remote learning[1] as a way to keep their students engaged. It's a "new normal" for education: one that technology is playing a key role to facilitate. Teachers and students are staying connected through learning management systems, video conferencing, and other digital educational software.

But, this abrupt shift from in-person to online learning has left teachers with challenges. There are issues of equity, as not all students have access to an Internet connection or personal learning devices. Some districts have tried to address this issue by providing physical books and printed materials with grade-level activities for their students. Other districts have loaned personal laptops and tablets to their pupils ¹. One of the largest internet service providers even offered low-income families two months of free internet, including free self-install kits with modems and routers ².

How can teachers try to balance all these competing interests during the outbreak of COVID-19?

Remote Learning Tips by Teachers, for Teachers

To find out, we asked four educators - a middle school teacher, high school teacher, and community college professor, as well as a Western Digital employee who's a former teacher - their advice on using remote learning to keep students engaged from home. Here's what they had to say.

Amy is a mathematics instructor at a community college in the San Francisco Bay Area. The college has nearly 7,000 enrolled students.

Casey is an English teacher for high school students in the San Francisco Bay Area. The high school serves around 1,600 students.

Mike is a teacher of English Language Arts (ELA) and Social Studies for 8th grade students in the San Francisco Bay Area. The middle school has close to 600 students and is Title 1.

Shannon formerly taught high school science in Hutto, TX at a school with just over 2,000 students. She has also taught 7th grade science and math in a Title 1 middle school in Longmont, CO. She now works in Product Communications at Western Digital.

Could you walk us through a "day in the life" for you, as schools are shut down indefinitely?

Amy is a mathematics instructor at a 7,000-student community college in the Bay Area.

Amy is using virtual conferencing to go over each of her lectures virtually, and allows students to take notes and ask questions in real-time. "I meet with students using online conferencing, going over the lecture just like I do in a face-to-face class," she stated. "Classes begin and end at the same time as when we meet in person." After each lecture, Amy has her students work out the assigned problems on paper, take a picture, and upload it to the college's learning management system. Her day wraps up with grading the submitted assignments.

As a middle school/high school/college educator, how, if at all, are you currently using remote learning with your students?

Casey and Mike have both made extensive use of a free suite of cloud-based collaboration, computing, and productivity tools to manage class assignments. On the other hand, Amy uses a popular learning management system and online conferencing service provided for all California Community Colleges. All assignments and exams are completed using this LMS and an online homework platform. In addition, Amy schedules class meetings and hosts virtual office hours through video conferencing.

How can remote learning address students with disabilities or special needs?

"I don't think remote learning serves that population of my students well, nor does it serve my students who are English learners (ELs) very well," Casey explained. He mentioned that his school's counselors, SPED teachers, and para-educators have all reached out and are working on ways to build effective communication with students who have special needs. But, it's difficult to virtually replicate the same care, especially given limited advanced notice.

Amy agrees that remote learning doesn't fully address the human interaction that some students need to succeed - especially the immediate human feedback received on campus tutoring centers. Still, educational technology has its benefits. "For students with special needs," she mentions, "I can give extra time on their quizzes and exams through the settings option for each assessment." Each of Amy's lectures is recorded and transcribed. Her students can re-watch these videos and read the transcript, or have the transcript read to them using a reader.

Which distance learning tools and platforms would you recommend to other teachers at your grade level?

Each of the teachers we interviewed was testing out different tools to find out what works best in their home office. Amy has found a well-known tablet with a smart pen and virtual whiteboard to be useful during her lectures. Along with these tools, she uses screen-sharing software to share her desktop with her students. "So, the virtual whiteboard, smart pen, and a touchscreen is ideal for simulating a whiteboard in the classroom during my mathematics instruction," she described.

Casey has been using distance learning tools to try to bridge the gap between students, teachers, counselors, and other school staff. He has utilized a free web service to distribute, collect, and grade assignments. But, Casey's overall ability to deliver content, tailor it to his students, collect feedback and adjust lessons in real time, and accurately assess his students' understanding has been enormously impacted. Similarly, Mike has been experimenting with a combination of cloud-based productivity tools, video conferencing, as well as mobile-app based instructional content platforms.

What lessons have you learned about teaching your students remotely?

Amy, Casey, and Mike all highlighted the importance of establishing a remote learning routine. This helps comfort students by providing a semblance of normalcy, according to Mike. Amy suggests that if a virtual class meets on-and-off, then "students should set up their own study schedule, as if they were in a face-to-face class, for going through the lesson material and completing the work on time." This discipline helps students stay motivated and on track.

In addition, Casey said that his district has put together packets of work that it sends home with students who come in for free meals, but noted this was "not ideal in terms of learning outcomes."

1. What made this event or person famous?

2. Where is this place in the world?

3. Mystery round

While Amy mentioned that her students made the transition to remote learning fairly smoothly, she said the main drawback to teaching online is being glued to your computer. She has to teach four classes in a row and sit in front of a computer screen for several hours at a time.

Imagine you hosted an educational trivia show online. Your students are split into two teams, competing for the coveted #1 pencil - golden, of course. Which three topics would your show cover?

As a mathematics instructor, Amy said she that she'd stick with compound interest, linear regression, and rates of change. Casey, as an English teacher, mentioned that his seniors are currently reading two dystopian novels. He would place his students into teams to debate how each book is a more superior anticipation of our modern society. To explore ELA and Social Studies, Mike mentioned three topics that his show would cover:

How will the impact of COVID-19 shift our educational system in the future?

In the near-term, Casey sees a massive widening in the achievement gap. Many of his students have limited access to the Internet where they live. Some are high school seniors with full-time jobs in industries deemed "essential". This risks exposure to COVID-19 and less time to complete school assignments. Such a trend could lead a portion of his students to fall behind their peers who have greater access to remote learning tools and time to spend finishing assignments.

In the years to come, Amy sees this pandemic leading to the adoption of distance learning by instructors and educational institutions - many that were once hesitant to offer online instruction. "There isn't a choice," she said about the move to remote learning due to COVID-19. "Instructors were rapidly trained on how to teach online and instruction was deployed." To support distance learning, she believes schools will update outdated computer equipment and infrastructure. Similarly, Mike sees the need to fund professional development trainings to continue education prior to future crises.

Parents as the New "Substitute Teachers"

Remote Learning Doesn't Mean "Early Summer Vacation"

1. Maryland's largest county loans laptops to students for remote learning. https://wtop.com/montgomery-county/2020/03/marylands-largest-county-loans-laptops-to-students-for-remote-learning/

2. Access from AT&T - Discount Internet Access. https://www.att.com/shop/internet/access/#!/

Teachers are preparing lesson plans - including specialized plans for students with special needs - and staying in constant communication with fellow colleagues, students, and parents. Not just for educational needs, but for mental and emotional well-being during challenging times. Remote learning isn't a perfect system to teach students, by any means. But, it represents the impact of technology as a bridge to keep people connected even when they are apart.

More Content on COVID-19, Education, and Beyond:

Sources:

[1] Public TV stations that provide education-focused content ( Discovery Channel, KQED, NatGeo). Free online learning programs ( Khan Academy, Kahoot, Teaching Matters). Free video conferencing software ( Google Classroom, Skype, Microsoft Teams, Slack). Free online test prep ( AP, PSAT, SAT, GRE, GMAT, MCAT, LSAT). Others ( Nearpod, Pear Deck, BrainPop, Hapara, Tynker, Explain Everything, Mystery Science)

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A Teacher's Guide to Remote Learning During COVID-19

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As schools across the world temporarily close their doors due to the COVID-19 pandemic, educators are turning to remote learning[1] as a way to keep their students engaged. It's a "new normal" for education: one that technology is playing a key role to facilitate.

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Some American school districts are beginning to announce hybrid schedules that include a mix of online and in-school learning, presenting a difficult challenge for working parents.

Cherye Graves's fourth-grade classroom at Eastside Elementary in Clinton, Miss., after students were forced to stay home in March during the coronavirus outbreak. Credit... Julio Cortez/Associated Press

As school districts across the country began to reveal reopening plans this week, parents and students were forced to grapple with a difficult reality: It is unlikely that many schools will return to a normal schedule this fall, requiring the grind of online learning, makeshift child care and stunted workdays to continue.

Students in Seattle are likely to go to school in person only once or twice a week, officials said. Half of Omaha's students will attend Monday and Tuesday, and the other half Thursday and Friday, rotating Wednesdays. And Fairfax County, Va., outside Washington, said students would spend at least two days a week in class, with the rest online.

The governors of Connecticut and New Jersey announced guidance that they said would allow students to return to school, but left the details up to districts, with Gov. Phil Murphy of New Jersey acknowledging on Friday that some schools would likely need to adopt a hybrid model and restrict daily attendance.

Many of the nation's largest districts have yet to announce plans, although Mayor Bill de Blasio of New York suggested on Friday that all of the city's 1.1 million students are unlikely to return full-time during the pandemic. "One day there's going to be a vaccine," he said, "and I think that's the day when you're going to see things go back 100 percent - to every kid in the classroom - as normal."

Reopening decisions are likely to vary greatly based on the size and density of districts, as well as region. In the South and West, where political leaders have been more eager to reopen their economies despite a recent upswing in coronavirus cases, school systems may be more likely to return to a full-time schedule, albeit with distance restrictions, new sanitation procedures and mask recommendations.

But for districts that hope to closely follow guidance from the Centers for Disease Control and Prevention, it would be nearly impossible to maintain sanitation and social distancing with normal school attendance. Class sizes in many schools would need to be cut by more than half. And while health experts generally recommend face coverings for both staff and students, some educators and parents say that is not realistic, especially for the youngest children.

Those complications are likely to prompt many districts - where administrators must decide how to implement the broad guidelines from federal and state health officials - to adopt a hybrid model in which students will spend some time in the classroom but a significant portion of the week at home.

Although that reality has been apparent to many educators for weeks, it is just beginning to confront parents. Some are finding out this week that their scramble to balance their own jobs with their children's education and daily care will continue for many months, if not all of next school year.

"Everyone, including myself, wants to go back every day," said Naomi Peña, a mother of three New York City public school students. "I've come to terms with the fact that that's wishful thinking."

Ms. Peña is hopeful that her children will be able to report to school every other day for the fall semester. "These kids need some sense of normalcy back," she said, adding, "Every single parent I know, their whole routine they have cherished and worked so hard to preserve is completely out the window, and in the trash can."

The enormous strain caused by remote learning and limited child-care options has been particularly hard on working mothers, said Julie Kashen, the director for women's economic justice at the Century Foundation, a public policy research group. "We've worked so hard to have choices for women in the work force, and it doesn't feel like we have real choices right now," she said.

Experts on working families are concerned that employers who were flexible in the spring may lose their patience come fall, even if schools do not fully reopen. "Families have used up any slack we've created in the system," said Brigid Schulte, who runs the Better Life Lab at New America, a think tank.

Most parents, teachers and school leaders acknowledge that remote learning did not work as well as it should have during the spring semester, and that it will need to improve rapidly for the coming year. The average American student is expected to return to school significantly behind academically, with low-income, black and Hispanic students experiencing the greatest learning losses.

Image

Emily Williams helps her children do their schoolwork at home in Decatur, Ala., in March. Credit... Dan Busey/The Decatur Daily, via Associated Press

Many schools are providing professional development to teachers this summer and also reconsidering how they use technology. Still, no matter how much online learning improves, keeping school buildings shuttered will have a profound impact on children, especially the most vulnerable.

Those students have endured economic strife, parental unemployment and the burden of caring for younger siblings while being isolated from their own friends. In cities like New York, some are struggling with the trauma of seeing their family members, teachers and principals die of the virus. Schools offer a support system that is impossible to replicate online.

As they make reopening plans, many districts are taking into account the special needs of some students. In Seattle, where the schools announced this week that their goal was to provide at least two days per week of in-person instruction to elementary students and one day to middle and high school students, officials said children with disabilities, those learning English and those living in poverty would be given priority for additional in-school support.

Educators crafting reopening plans face a daunting set of challenges this summer, from how to procure enough masks and cleaning supplies, to how to reduce class sizes and redesign lesson plans to adhere to social distancing guidelines.

The Coronavirus Outbreak ›

Frequently Asked Questions

Updated July 27, 2020

Should I refinance my mortgage?

It could be a good idea, because mortgage rates have never been lower. Refinancing requests have pushed mortgage applications to some of the highest levels since 2008, so be prepared to get in line. But defaults are also up, so if you're thinking about buying a home, be aware that some lenders have tightened their standards.

What is school going to look like in September?

It is unlikely that many schools will return to a normal schedule this fall, requiring the grind of online learning, makeshift child care and stunted workdays to continue. California's two largest public school districts - Los Angeles and San Diego - said on July 13, that instruction will be remote-only in the fall, citing concerns that surging coronavirus infections in their areas pose too dire a risk for students and teachers. Together, the two districts enroll some 825,000 students. They are the largest in the country so far to abandon plans for even a partial physical return to classrooms when they reopen in August. For other districts, the solution won't be an all-or-nothing approach. Many systems, including the nation's largest, New York City, are devising hybrid plans that involve spending some days in classrooms and other days online. There's no national policy on this yet, so check with your municipal school system regularly to see what is happening in your community.

Is the coronavirus airborne?

The coronavirus can stay aloft for hours in tiny droplets in stagnant air, infecting people as they inhale, mounting scientific evidence suggests. This risk is highest in crowded indoor spaces with poor ventilation, and may help explain super-spreading events reported in meatpacking plants, churches and restaurants. It's unclear how often the virus is spread via these tiny droplets, or aerosols, compared with larger droplets that are expelled when a sick person coughs or sneezes, or transmitted through contact with contaminated surfaces, said Linsey Marr, an aerosol expert at Virginia Tech. Aerosols are released even when a person without symptoms exhales, talks or sings, according to Dr. Marr and more than 200 other experts, who have outlined the evidence in an open letter to the World Health Organization.

What are the symptoms of coronavirus?

Does asymptomatic transmission of Covid-19 happen?

So far, the evidence seems to show it does. A widely cited paper published in April suggests that people are most infectious about two days before the onset of coronavirus symptoms and estimated that 44 percent of new infections were a result of transmission from people who were not yet showing symptoms. Recently, a top expert at the World Health Organization stated that transmission of the coronavirus by people who did not have symptoms was "very rare," but she later walked back that statement.

Instead of clustering around tables for group projects, teenagers will likely receive more individual assignments, with the students seated at desks facing forward. Younger children won't be able to pile onto a soft rug for story time; instead, they will be required to sit in clearly marked spaces, six feet apart.

Many districts are surveying parents to better understand their comfort level with reopening school buildings. They are finding a significant minority - up to a third of parents in some large districts - do not want to send their children into classrooms, according to Mike Magee, chief executive of Chiefs for Change, a coalition of district and state education leaders.

Most districts are expected to give parents the option of keeping their children home. Schools in Nashville and Marietta, Ga., said this week that families would be given a choice between in-person schooling and full-time online instruction.

But the hybrid approach, with only limited classroom time, could become the norm in states that have experienced heavy coronavirus caseloads and have chosen to take a slower approach to reopening the economy. Those states, mostly controlled by Democrats, also tend to have powerful teachers' unions, which have repeatedly raised a red flag about the health risks of reopening schools - even as they have pushed for limitations on the expectations placed on teachers working from home.

The American Federation of Teachers, a national union, has estimated that in order to safely and effectively reopen, the nation's schools will need an additional $116 billion to cover costs such as reducing class sizes, increasing cleaning staff, and hiring counselors and educators to help students recover from the emotional and academic impact of the pandemic.

Despite the challenges, some education and health experts have called for fully reopening schools before the development of a Covid-19 vaccine, given the central role that American schools play in both the lives of children and the ability of parents to work outside the home.

The experts point to hopeful evidence from child care centers that have remained open to serve the children of essential workers: Widespread outbreaks of the virus there appear to have been rare or even nonexistent. Research suggests that children are much less likely than adults to die from the virus or to suffer a severe health consequence; children may also be less likely than adults to transmit the illness.

But the science on the virus has shifted rapidly in recent months, and much is still unknown. In addition, the pandemic has become politicized in many parts of the country, leaving school leaders wondering whether they can effectively enforce mask wearing and other risk-mitigating behaviors among students and staff.

That is just one of many concerns for Scott Muri, the superintendent of the Ector County schools in Odessa, Texas. His days are filled with considerations of both logistics and teaching strategies.

For students to return to school, he will have to reduce the number of children on buses at any given time. He is also weighing whether to reassign teachers so that only the most skilled at online instruction are creating video lessons, while others are focused more on small-group tutoring and counseling, which could be provided either online or in person.

Dr. Muri has yet to announce a reopening plan, but expects a hybrid model.

"I will not welcome back any child or staff member if I do not feel it's the safest environment we could possibly create," he said. "Until we get past the dangerous period, right now, everything is on the table for consideration."

Daniel E. Slotnik contributed reporting.

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Many Students Will Be in Classrooms Only Part of the Week This Fall

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Some American school districts are beginning to announce hybrid schedules that include a mix of online and in-school learning, presenting a difficult challenge for working parents.

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Bexar County's All-Digital Public Library

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Look to Libraries in Times of Crisis from the ALSC

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Look to Libraries in Times of Crisis from the ALSC

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For Media Mentorship. Mostly resources to use with parents.

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Association for Library Service to Children (ALSC)

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Children's library professionals have access to information, resources, and community partnerships that contribute to the development of materials, programs, and services that support families in their library communities. In turn, ALSC supports library professionals in these efforts by providing them with access to timely research in areas such as early literacy and media mentoring, professional development, recommendations for high-quality books and media, and opportunities to connect with an extensive network of library professionals and partner organizations serving youth. These connections build the capacity for library professionals to deliver relevant programming and services to their communities, particularly during times of crises. ALSC encourages parents and caregivers to look to libraries as they consider their options for the education and well-being of their children during a global pandemic and racial unrest.

#LookToLibraries for Media Mentorship

Navigating the extent of digital devices and content available to young children can be daunting for parents and caregivers, and even more so during times of crises. Library professionals empower parents and caregivers with the tools they need to develop a media plan that best addresses their family's needs. These tools have been available through the library and, just as families have had to adapt their expectations and guidelines for media use, libraries are continuously adapting to accommodate new situations and new challenges, like that of the COVID-19 pandemic.

Tip Sheets

Media Mentorship Tip Sheet - Learn more about media mentorship and how you can look to children's library professionals to find excellent resources, model safe and effective digital device use, and find objective suggestions on creating a family media plan.

Children & Libraries Articles

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Other Resources

#LookToLibraries for Support during a Pandemic

The resources below can help families and their children navigate and adjust to drastic changes in routines and the lack of access to familiar people and places as a result of the COVID-19 pandemic.

Tip Sheets

Tough Conversations Tip Sheet - Consider the strategies of Fred Rogers, of Mr. Rogers Neighborhood, that describe how to talk with children about difficult topics.

Booklists and Resources

Apps, Podcasts, and Activities - Apps, podcasts, and activities to support family well-being during the pandemic.

Books for Older Children - Titles for older children that include nonfiction information about epidemics and ways to manage anxiety.

Books for Young Children - Books to help young children understand germs and how to cope with the feelings they may be having.

Comforting Reads - Times of crises bring times of change. These books were selected to help children going through challenging situations like the death of a loved one, an unexpected move, natural disasters, and more.

COVID-19 Expert Resources Tip Sheet - Connections to information about the virus to help children understand the pandemic.

COVID-19 Resources Tip Sheet - Print and online books, articles, apps, podcasts, and websites for youth and parents/caregivers to provide support during the COVID-19 pandemic.

Online Books for Children - Online books for children that address the COVID-19 pandemic and how to cope with its challenges.

Resources for Parents/Caregivers - Books and articles to help parents and caregivers on a range of topics, from caring for a newborn in the age of COVID-19 to trying to balance parenting and coping with the pandemic.

Tough Topics - The books on these lists are to help inspire conversations with children going through challenging situations like the death of a loved one, an unexpected move, natural disasters, and more.

ALSC Blog Posts

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Children's library professionals have access to information, resources, and community partnerships that contribute to the development of materials, programs, and services that support families in their library communities.

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The Importance of Reopening America’s Schools this Fall

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The Importance of Reopening America’s Schools this Fall

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What Does Good Classroom Design Look Like in the Age of Social Distancing?

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What Does Good Classroom Design Look Like in the Age of Social Distancing?

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Where we learn matters. This truth has exploded as we have waded through the realities of emergency remote learning.

As a profession, we have honorably pivoted to meet the needs of students, but all of us have experienced the soft spots of our strategy. We have seen students lack access to technology and Wi-Fi. We have watched as students with additional challenges, including those with physical or learning disabilities, fade from technology-rich learning, and we have even seen our most driven students burn out from the daily grind of hours on video conferences and completing assignments online.

All of this has us eager to be back in the same physical space as our students as soon as possible. Nothing replaces proximity when it comes to fostering relationships and building trusted connections with students.

The realities of COVID-19 spreading in our communities without a vaccine or herd immunity means that a return to full schools without restrictions is simply out of our reach for many months. We will likely see students returning to school in shifts to classrooms that have been specifically designed to protect students and teachers. Cafeterias, gymnasiums, and libraries may be off limits. Practices we once took for granted, such as community supply stores, learning in groups and soft seating may be on hold for now. All of these things will stretch our ability to redesign our spaces so that students can explore, discover, and connect in meaningful ways.

As the number of things that remain out of our control grows (spacing of desks, movement in and between classes, scheduling), there are still a number space design considerations that we can control and which can allow our students to truly benefit from where they learn. Consider these five ways to craft your classroom in these unique moments when we need to balance the health and humanity of our spaces.

Signage and First Impressions

Returning to a school building for the first time since we were all jettisoned to emergency remote learning will be a stressful event. Many teachers and students haven't gathered in large groups since March, so this return to school will elicit a variety of emotions from everyone. To support students' emotional needs, it will be important to set the right tone with the signage that fills our spaces.

From the front doors of the school, through the hallways, and into our classrooms, do we have signage that cares for all or produces fear? Are we asking people to be a part of a responsible community or filling them with negative messages that lack empathy for the emotional stress of returning to school? There is definitely a need for everyone to understand the community health rules of a space, such as frequent hand washing and donning masks, but this doesn't have to be our leading message. Let all spaces acknowledge the reality, but stress belonging, community and the joy of being together again.

Optimizing the Perimeter

While the Centers for Disease Control and Prevention and state health departments may have control over how we design the floor plan in our classrooms (i.e., six feet of space between desks, directional walking patterns, coordinated movement between spaces), educators have control over how we design the perimeter of our classrooms.

Fill the walls with only essential items for learning. During emergency remote learning, we have realized that students can learn without the anchor charts and inspirational posters on the wall. We shouldn't design a sterile space, but instead design with fresh eyes and ask these questions. Does having this item on the wall add to the visual clutter or support daily learning? Can I move more learning resources away from the front of the learning space to calm and focus students on presentations and content? In what ways, can I design with a color palette in mind that brings a coherence to the space? Answering these questions and focusing on the spaces that you can control will allow the classroom to be a place of normalcy during a time when all of the rest of school feels different.

Minimize Teacher Only Space

This was always a good idea, but with the mandated restrictions on space, we need to double down items that fill up space with no real purpose. Start by looking at the teacher-only space in the room-and if you don't know what spaces are teacher-only, ask students to go stand in spaces where they feel are implicitly off limits. This will give you a sense of what spaces have been removed from student use. If we are limited by the rule that only allows 10-15 people in a space, then every square foot matters. Consider ways to add 20-30 square feet back to the space available for students. This addition by subtraction will help give students some breathing room.

Movement and Choice

Intentional space design is anchored in the concepts of maximizing physical movement and providing students with choice over where they learn. This has resulted in the flexible, agile and active classroom efforts that had incredible momentum before COVID-19 disoriented all aspects of learning.

Learning science continues to show us that movement and choice are key to optimal learning. But in this sliver of life these optimal design elements must be put on hold to mitigate the risks of spreading the virus. Even so, we can't eliminate these elements in totality. Having students stand for 3-5 minutes behind their desks to listen to the teacher talk can keep the brain oxygenated and primed for learning. Giving students permission to stand along the sides or in the back of the room or even the chance to sit on the tops of their desks will promote choice and supply variation to a room that has been sterilized by its arrangement. In some locations, moving learning to an outdoor space is an option, and when available can provide the movement needed to greater engagement and joy to learning.

Space is Time and Time is Space

Space and time are interconnected, and when we talk about the aspects of space that we can control in these trying times, we should also talk about intentionally designing the time that we have with students. Face-to-face time shouldn't be a content blitz filled with the voice of the teacher, as most of this can happen in virtual learning; instead, use this time to connect and listen. Use in-class time to promote conversation and community. Use it to calm and lower stress. In the coming months, our time with students may not have daily consistency, so it will be essential to design the time in our physical spaces to support the whole child. It will also be a time to anchor learning in relevant, meaningful contexts. Sync time design and space design to support the academic and emotional needs of all students.

This will be a very non-linear return to our school buildings. In some locations, students will come to school with a new type of schedule. Their in-person learning may pause because of contagion or public health concern and then return to the physical space again. This cycle could happen many times throughout the upcoming school year. For other students and families, they will remain in a virtual only space because of their unique needs or the success that they have found in the virtual learning environment.

All of these variables will require educators to design with the flexibility that allows for students to fluidly move between physical and virtual learning spaces. Design with this reality in mind. Make sure that our digital learning spaces provide easy access to resources and learning tasks. Minimize the digital clutter in these spaces. Model the power of learning near natural light and bringing fresh air into the mix whenever possible, so that students carry this into their home learning spaces.

Where we learn matters, and as we consider the launch of the new school year, take time to listen to students, notice their needs and incorporate that in which we can't control into the design elements that we can control. With these efforts, we can heal, remain healthy and continue to bring a deep sense of humanity to our work to guide the learning for our students, students that are eager to be connected with their learning community again.

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What Does Good Classroom Design Look Like in the Age of Social Distancing? - EdSurge News

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Where we learn matters. This truth has exploded as we have waded through the realities of emergency remote learning. As a profession, we have honorably pivoted to meet the needs of students, but all of us have experienced the soft spots of our strategy. We have seen students lack access to technology and Wi-Fi.

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Ideas for How to Attend to Student and Staff Well-being

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Ideas for How to Attend to Student and Staff Well-being

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Strategies to promote well-being

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Student and Staff Wellness

In this time where physical distancing and remote education has become necessary to slow the spread of COVID-19, social connection is more important than ever.

We know it is crucial for our students and staff to feel connected to a supportive community to help support their well-being. We know that creating and maintaining these relationships via remote learning is a new challenge for educators to meet.

With this in mind, we have compiled a few ideas and resources to assist educators in this effort. While the Colorado Department of Education does not endorse the external resources linked on this page, we have included them here to help you begin the process of identifying and evaluating resources that are right for your school community.

Ideas for How to Attend to Student and Staff Well-being

Maintain Staff/Student Relationships:

Student relationships are key to maintain in this environment to encourage academic engagement, emotional stability and help ensure that students return for the coming academic year.

Staff also need to build and maintain relationships with one another that allows for collaboration, idea sharing and emotional support during this unprecedented time.

As possible, while ensuring protected personally identifiable information (PII) is not shared, enable students to connect with each other.

Create a Sense of Belonging and Connection for Students and Staff:

A strong sense of connection is necessary to creating positive social, emotional, behavioral and academic outcomes. It meets basic human needs of building social bonds and feeling cared about and is possible to do virtually with all of the tools and resources available.

Communicate school community through (i.e., announcement, emails, in individual classes) to promote a sense of community.

Differentiate learning and allow for different expectations for students, keeping in mind that each students may be in a different place with learning and may not be in alignment with each other.

Emphasize Respect, Safety and Community:

With reports of harassment and bullying of specific races and nationalities increasing due to misconceptions about COVID-19, it is important to teach and reinforce respectful behavior and to take time to correct misconceptions and misstatements as they occur. Additionally, it is important that students and staff feel safe in whatever remote platform, communication tool, etc. is being used.

Monitor cyberbullying and create a space for reporting of harassment and bullying.

Monitor Students and Develop a Process for Those Who are Struggling:

Check in with students and create a simple referral process for teachers to report any students who are in need of additional mental health, wrap around, behavior or academic supports.

Encourage the use of student support staff (social workers, school counselors, deans, administrators) to reach out to students through online means or by phone.

Practice Mindfulness with Students and Staff:

Mindfulness is beneficial as it calms the mind and allows participants to be in touch with their thoughts, feelings and bodily sensations. It is surprisingly easy to practice virtually and is just as effective.

Considerations for Connecting Remotely

Not all students have the same access to internet and devices. Inventory who has access and find alternative ways to reach students who do not have access. For example, reach out via phone to students who cannot access information online.

Your district/school may have preferred online platforms and tools or may have policies against the use of specific platforms and tools. Check on any guidance or restrictions with your district before using a platform or tool.

Protect student privacy. See FERPA, the Family and Educational Rights and Privacy Act (PDF).

Learn More

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Well-being and Connection During COVID-19

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In this time where physical distancing and remote education has become necessary to slow the spread of COVID-19, social connection is more important than ever. We know it is crucial for our students and staff to feel connected to a supportive community to help support their well-being.

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Guidelines for keeping your students and yourself healthy — physically and mentally — from trusted sources, including NEA Member Benefits.

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Guidelines for keeping your students and yourself healthy — physically and mentally — from trusted sources, including NEA Member Benefits.

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Guidelines for keeping your students and yourself healthy - physically and mentally - from trusted sources, including NEA Member Benefits.

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From Emily of Middletown

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Check out some tips on how to take care of yourself - especially during a pandemic!

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One of the most common questions an Instructional Designer is faced with is, "How can I enhance the student experience in my online course?" Often times, instructors wish to replicate the activities they do in face-to-face courses in the online environment but are not sure where to begin. One recommendation is to consult an instructional designer.

We also strongly encourage instructors to participate in the Master Class for Teaching Online, an online workshop designed to facilitate peer sharing of strategies for teaching online. The workshop is facilitated by a team of instructional designers and touches on several best practices. The graphic presented here lists seven best practices for teaching online. Incorporating these best practices will help ensure that you and your students stay engaged and have a positive experience.
Best Practices for Teaching Online Instructor Presence
Establish teaching presence early and often:

Post announcements, appear on video and participate in discussions.

Show your personality, passion, and expertise.

Real World Applications
Motivate students by making a real-world connection:

Show students how they will apply what they are learning.
Teach for Online Students
Orient students to the online course:

Break learning into smaller chunks. Establish a pattern of activity and due dates.

Describe expectations for online participation, communication, and netiquette.

Provide technical support information.

Clear Expectations
Help students dive straight into the content by providing them with:
Learning Objectives
Alignment matters! Be sure that:

Course content aligns with objectives and assessments.

Extra content not directly supporting the learning objectives is removed or made optional.

Prompt Feedback
Provide feedback to improve student outcomes:

Reinforce important materials, concepts, and skills.

Provide timely feedback students can apply during the course.

Engage Students
The quality of interaction between students is a sign of a successful class:

Create educational experiences for students that are challenging, enriching, and that extend their academic abilities.

Provide students with opportunities to interact with peers, such as through discussion and group work.

Recommended Resources:

Graphic created by Ron Carranza, Andrew Salcido, and Jessica Cole. Updated August 22, 2019.

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Best Practices for Teaching Online - Teach Online

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By Andrew Salcido and Jessica Cole One of the most common questions an Instructional Designer is faced with is, "How can I enhance the student experience in my online course?" Often times, instructors wish to replicate the activities they do in face-to-face courses in the online environment but are not sure where to begin.

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Classrooms. Hallways. Buses. Schedules. Extracurriculars. Every facet of the school day will have to be fundamentally altered when students eventually return to school.

To prevent the spread of the coronavirus, school leaders must ensure social distancing-limiting group sizes, keeping students six feet apart, restricting non-essential visitors, and closing communal spaces. Those measures run counter to how schools usually operate, with teachers and students working together in close quarters, children socializing throughout the day, and the buildings serving as a community gathering space.

Anyone who's been to a school knows it will be difficult, if not impossible, to guarantee "absolute compliance with any social distancing measure," said Mario Ramirez, the managing director of Opportunity Labs who was the acting director for pandemic and emerging threats in the U.S. Department of Health and Human Services during the Ebola epidemic.

The goal, he said, is to "drive as much of the risk down as you can."

To help district and school leaders navigate decisions and planning, Education Week spoke to numerous experts, from public health officials to superintendents, about ways that schools can adjust their operations to allow for a safe return to in-person schooling as the pandemic continues.

In the first installment on how to go back to school, we take a detailed look at social distancing and safety protocols, the starting place for every decision that school leaders must make. We outline recommendations, present different strategies, and weigh some pros and cons.

There are no easy solutions. Many of the recommended changes will come with new, sometimes hefty, costs.

SAFETY

The first step is protecting students and staff as much as possible from transmission of the coronavirus. That starts with deep cleaning buildings on a regular basis and making sure students and staff are frequently washing and sanitizing their hands.

Then, school and district leaders will have to make more complex decisions: Will teachers and staff be required to wear a mask? Will students? Should schools screen for fevers before letting people into the buildings? How will high-risk staff members-including those over the age of 65-be protected? Education Week talked to experts about what school leaders need to do.

SCHEDULES

Maintaining six feet of social distancing in classrooms, buses, and common areas, such as hallways and cafeterias, will be nearly impossible if the entire student body is in the school building at once. District and school leaders will have to make significant adjustments to the schedule.

Planning for a hybrid approach of both in-person and remote instruction is necessary, but there are many ways that could work. Experts helped Education Week identify a list of a half-dozen potential models, some of which could be used simultaneously. They are: a phased reopening, a multi-track system, a staggered school day, a "bubble" method that keeps students in the same groups, a cyclical lockdown strategy, and converting to a year-round schedule.

STUDENTS

School buildings are typically set up to foster student collaboration, opportunities for socializing, and a sense of community. But now, students' day-to-day experiences will be dictated by social distancing rules and recommendations from public health authorities.

That means school leaders will have to consider-and adjust-the morning rush, classroom setups, school supplies, lunchtime, recess, and extracurriculars. They will also have to pay special attention to the most vulnerable students.

BUILDING LAYOUTS

Retrofitting schools to accommodate six feet of distance between students and staff and sanitizing them at the levels that health experts recommend to guard against transmission of COVID-19 will be a massive and costly challenge for education leaders. They will have to rethink every space inside and outside their buildings.

With help from the National Council on School Facilities and Cooperative Strategies, Education Week identified the major areas education leaders will have to address, as well as the estimated new costs.

TRANSPORTATION

Maintaining six feet of distance between students on a school bus may be the most complicated roadblock when reopening schools. The U.S. Centers for Disease Control and Prevention has suggested limiting ridership to one child per seat, every other row.

That would require significant modifications to the bus schedule. District leaders will have to consider how to put fewer students on the bus at once, as well as how to adequately sanitize the buses and protect the drivers.

LESSONS FROM OVERSEAS

-Photo courtesy of Dustin Rhoades/Taipei American School

Schools around the world have already reopened, giving education leaders in the United States a sense of the challenges-and opportunities-ahead.

Education Week spoke to educators in Australia, Denmark, and Taiwan to learn about the measures and precautions they are taking as students return to school. They range from reopening school buildings for just one day a week to requiring all students, even the youngest learners, to wear masks throughout the school day.

Education Week spoke to many experts for this installment. In alphabetical order, they are:

Elizabeth Allan, the president of the National Science Teaching Association; John Bailey, a visiting fellow at the American Enterprise Institute; Nathaniel Beers, a pediatrician at Children's National Hospital in Washington; Andrew Buher, the founder and managing director of Opportunity Labs; Grace Cheng Dodge, the deputy head of school for the Taipei American School; Sharon Danks, the CEO and founder of Green Schoolyards America; Dan Domenech, the executive director of AASA, the School Superintendents Association; Mary Filardo, the executive director of 21st Century School Fund; Georgina Harrisson, the deputy secretary of educational services at the New South Wales Department of Education; David Hornak, the executive director of the National Association for Year-Round Education; Larry Kraut, the chief operating officer of the Taipei American School; Sandy Mackenzie, the director of the Copenhagen International School; Curt Macysyn, the executive director of the National School Transportation Association; Rob Miller, the superintendent of Bixby Public Schools in Tulsa, Okla.; Ali Mokdad, a professor at the Institute for Health Metrics and Evaluation at the University of Washington; Scott Muri, the superintendent of Ector County Independent school district in Odessa, Texas; Mario Ramirez, an emergency medicine physician and the managing director of Opportunity Labs; L. Oliver Robinson, the superintendent of Shenendehowa Central Schools in Clifton Park, N.Y.; Monica Rogers, the information systems manager for the Tulsa Health Department

Contributors

Reporters: Denisa R. Superville, Madeline Will

Designers/Visual artists: Laura Baker, Emma Patti Harris

Illustrator: Stephanie Shafer for Education Week

Photo editor: Jaclyn Borowski

Web producers: Mike Bock, Stacey Decker, Hyon-Young Kim

Project editor: Lesli A. Maxwell

Visuals project editor: Emma Patti Harris

Please enable JavaScript to view the comments powered by Disqus.

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Classrooms. Hallways. Buses. Schedules. Extracurriculars. Every facet of the school day will have to be fundamentally altered when students eventually return to school. To prevent the spread of the coronavirus, school leaders must ensure social distancing-limiting group sizes, keeping students six feet apart, restricting non-essential visitors, and closing communal spaces.

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Pandemic Resources for School Librarians

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Pandemic Resources for School Librarians

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Library Accessibility Toolkits: What You Need to Know

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Library Accessibility Toolkits: What You Need to Know

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Check out the new one on

Virtual Accessibility.

ASGCLA is a Division of the American Library Association

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Teaching Digitally- A FREE Resource Guide for ANY K-12 teacher

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Design Your Own Digital Locker Welcome back Activity

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Design Your Own Digital Locker Welcome back Activity

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50 Back to School Remote Learning Activities  

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50 Back to School Remote Learning Activities  

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Back to school is a special time of year. Sure, it means the end of summer break, but it's also a time for new beginnings. It's a time to get back into the regular cadence of the school schedule.

This is a crucial time of year for setting expectations -- for students, for teachers, for everyone in the school setting.

It's a time to set routine -- to get some repetitions with how the class will run day by day, week by week.

And, of course, it's relationship-building time! We want to get to know our students. They want to know more about us. And they need to get to know each other to build the classroom community.

Below we have curated over 80 back to school activities for any classroom. Scroll down for tons of ready-to-use lessons along with tutorials, templates, and examples to make planning this year a little easier.
What are your back to school ideas? Please share them in a comment at the bottom of the post!

80 back to school activities for any classroom
Click on any picture below to jump directly to that section or use the drop down menu to browse the table of contents.

Scroll down orclick here to see our ideas for welcoming students back from break or starting a new semester.

Make learning memorable!

Take your teaching to the next level by transforming your lessons into a memorable learning experience.

What are your back to school ideas for remote learning? Please share them in a comment below!

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Teach better. Save time. Make a difference.

The short how-to tutorials on Google Classroom are EVERYWHERE. But how do we teach well with it? In this book, you'll find practical ideas to do great teaching with Google Classroom and thrive.

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Back to school is a special time of year. Sure, it means the end of summer break, but it's also a time for new beginnings. It's a time to get back into

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National Museum of African American History and Culture

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Talking about race, although hard, is necessary. We are here to provide tools and guidance to empower your journey and inspire conversation.

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Supporting ELLs During COVID-19 (Spanish Version)

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Supporting ELLs During COVID-19 (Spanish Version)

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There are some great ideas here related to tolerance and social justice that could also be great community building activities. They are not all meant for remote learning, but many could be adapted.

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Do Something performance tasks ask students to demonstrate their anti-bias awareness and civic competency by applying their literacy and social justice knowledge in an authentic real-world context.

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There are a number of good articles and resources on here for educators, parents, and schools.

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The COVID-19 pandemic exacerbated feelings of isolation, stress, loss, and more among young people, adults, families, and communities. Social and emotional learning (SEL) offers a powerful means to support one another during these challenging times as our communities work to address the impact of the pandemic on students' learning and development.

Now, more than ever, we understand how important it is to demonstrate empathy and resilience, build relationships across distance, and call upon our collective resolve to strengthen our schools and our communities.

So, how can SEL support you and your work during this time? Find resources and guidance in Reunite, Renew, Thrive: SEL Roadmap for Reopening School (July 2020).

Our recommendations follow the four core focus areas for schoolwide SEL and districtwide SEL:

First, create a foundation for SEL.

Work with students, families, and communities to envision how education can more holistically support all learners.

Prioritize strong, two-way communication between families and schools.

Second, attend to well-being and mutual support among adults.

Pay close attention to our own social-emotional needs in order to be the community of adults who best serve our young people.

Foster supportive adult relationships to process emotions, share challenges, and offer support to one another.

Third, promote SEL for young people.

Provide consistency in daily routines to foster a sense of safety and predictability.

Listen to young people and support them in building or maintaining a sense of community and connection.

Incorporate social and emotional skill-building into learning (such as CASEL's SEL 3 Signature Practices).

Fourth, reflect on how things are going and adjust as you learn.

Listen to students, families, and your wider community of stakeholders as valuable sources of information about what is or isn't working.

Analyze results with a lens of equity to meet needs using our SEL Data Reflection Protocol

How is CASEL advancing this work?
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Guidance on School Transitions and Reopening

To aid in this time of continued transitions, CASEL collaborated with more than 40 partners to illuminate a way forward through Reunite, Renew, Thrive: SEL Roadmap for Reopening School (July 2020), centered on relationships and built on the existing strengths of a school community. As we prepared for Spring 2021, we offered three strategies adapted from the SEL Roadmap to re-examine efforts for a successful second semester: Refocus on the SEL Roadmap: Actions for a Successful Second Semester (January 2021).

CASEL CARES Webinar Series

In response to the pandemic, CASEL mobilized to provide social and emotional support to our communities and share best practices through an initiative called CASEL CARES. We offered weekly practical guidance and information on topics that were sourced from the field and relevant to the needs of today. Our CASEL CARES Webinars covered a wide range of SEL topics and attracted more than 100,000 people. View the on-demand series

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The COVID-19 pandemic exacerbated feelings of isolation, stress, loss, and more among young people, adults, families, and communities. Social and

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On the importance of making a (reopening) plan

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On the importance of making a (reopening) plan

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It's always been my personal philosophy, whenever possible, to walk into tricky situations with solutions. Before walking into an administrator's office, I usually had a proposal in my pocket.

Regardless of how we return to school this fall, your district's or your administrator's plan will not fully address the specifics of your practice or your program. You need to do some forward-thinking. And, you need to define your own role in the reopening process. Having a plan may be more important than ever.

PSLA has been thinking ahead about the great return. In fact, in the face of our unprecedented situation, PSLA President, Cathi Fuhrman recently shared a space for sharing Reopening Plans or Protocols and a space to view the submitted examples.

After seeing Cathi's message on the Future Ready Librarians' Facebook Group, librarian Kim Borden, from the Penn Argyl (PA) School District, responded to the call.

Kim shares that her own Plainfield Elementary School Library Reopening Plan and COVID Response was heavily inspired by the New York City Department of Education School Library System's Translation of Practice for School Librarians as well as the recent Pennsylvania Department of Education's Preliminary Guidance
for Phased Reopening of Pre-K to 12 Schools

Indeed, the introduction to Kim's plan powerfully and eloquently asserts the value of the librarian in school leadership, especially in times of crisis.

I asked Kim to share a little more about her work:
When schools closed in March, I smelled trouble. As soon as I saw the Pennsylvania Department of Education's Preliminary Guidance
for Phased Reopening of Pre-K to 12 Schools document, I thought this is exactly what I am doing. So I set off to create a road map for moving forward and defining where I fit, things I regularly do. Our governor was using the familiar red, yellow, green system and so I chose to use that common language to communicate with our central office administrators. Since we finished our year on May 28th, I've been concerned about the library and our students. Being proactive feels so much better. Even if things don't go my way I know at least I've put in the effort. You know what Lady Gaga always says, figure out what you stand for then fight like hell for it. Lady Gaga is always right.
Kim shared that she and her colleagues often describe advocacy in the context of the neverending burden of Sysyphus. That heavy boulder may have taken on even more weight in the context of a pandemic and competing priorities. That mountain has become steeper in the face of uncertainties relating to dramatic losses in funding. In the coming months, we will likely face dilemmas of deciding when to stand up and fight for our programs and when it is necessary to compromise as a team player.
As a librarian, the boulder is always there. We carry it all the time. Sometimes it's about repurposing to cover a duty or adjusting to emergency uses of library space. But I was hired to a job. Part of that job is to advocate for the library program on behalf of the students and families we serve. In many schools, the librarian is the only tech person. With online learning so essential, we are the last person you should cut.
At the elementary level, thinking about high-touch items like shelf markers, returns, magazine use and hugs from kindergartners kept her up late at night. She reminds us that a plan needs to go through higher-level scrutiny.
Every school has to have a health and safety plan approved by PDE. Overnight I had to become an expert in health and safety. One of the resources her district was using came from CHOP (Children's Hospital of Philadelphia).
What advice does Kim share about planning for an unprecedented reopening? She shared:

Come up with a clear position that supports your vision. How can you be the success point for your students and families during and after the crisis?

Identify the liabilities, the problems, and consider the solutions.

Identify your assets and gather more assets, usually in the shape of other people in the same boat.

Lean on those others. We have other librarians to lean on in times when we are emotional and worried. But also gather with other special area teachers. Gym teachers and art teachers may be similarly concerned about their programs and their spaces may be used as classrooms. Page 10 of the Pennsylvania Preliminary Guidance Plan suggests schools hold classes in gyms, auditoriums, or other large spaces. Districts may also be looking to emergency certify special area educators to provide more classroom teachers for smaller more distanced classrooms.

Kim Borden has a plan. She is hopeful and she has her concerns.

I woke up this morning thinking about the incoming kindergartners might not even know who I am or what a school library is and that makes me sad.
Our job is about relationships. I love going to work. Getting hugs from little kids who just lost a tooth, or tell me about their cat. How do stay six feet apart from a five-year-old?

Greetings from Kim and her friend, Will

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On the importance of making a (reopening) plan

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It's always been my personal philosophy, whenever possible, to walk into tricky situations with solutions. Before walking into an administrator's office, I usually had a proposal in my pocket. Regardless of how we return to school this fall, your district's or your administrator's plan will not fully address the specifics of your practice or your program.

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Read Aloud uses text-to-speech (TTS) technology to convert webpage text to audio.  It works on a variety of websites, including news sites, blogs, fan fiction, publications, textbooks, school and class websites, and online university course materials.

Read Aloud allows you to select from a variety of text-to-speech voices, including those provided natively by the browser, as well as by text-to-speech cloud service providers such as Google Wavenet, Amazon Polly, IBM Watson, and Microsoft.  Some of the cloud-based voices may require additional in-app purchase to enable.

Read Aloud can read PDF, Google Docs, Google Play books, Amazon Kindle, and EPUB (via the excellent EPUBReader extension from epubread.com).

Read Aloud is intended for users who prefer to listen to content instead of reading, those with dyslexia or other learning disabilities, and children learning to read.

To use Read Aloud, navigate to the web page you want to read, then click the Read Aloud icon on the Chrome menu.  In addition, the shortcut keys ALT-P, ALT-O, ALT-Comma, and ALT-Period can be used to Play/Pause, Stop, Rewind, and Forward.  You may also select the text you want to read before activating the extension.  Right clicking on the selected text will provide you with yet another option to activate Read Aloud via the context menu.

To change the voice, reading speed, pitch, or enable text highlighting, go to the Options page either by right clicking on the Read Aloud icon and choose Options, or by clicking the Gear button on the extension popup (you'll need to stop playback to see the Gear button).

Read Aloud is an open-source project.  If you wish to contribute bug fixes or translations, please visit the GitHub page at https://github.com/ken107/read-aloud.

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Read Aloud: A Text to Speech Voice Reader

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Read aloud the current web-page article with one click, using text to speech (TTS). Supports 40+ languages.

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Boost reading and writing confidence across all types of content and devices, in class, at work, and at home.

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We built Wakelet using the latest technologies to make it faster and easier to use. Unfortunately, your browser doesn't support those technologies.

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Reopening Schools

Here's What Designers and Architects Anticipate Schools Will Look Like in the Fall and After COVID-19

With the school year ending soon, schools across the country are looking ahead to the fall. The CDC recently released a one-page checklist for administrators to consider when reopening schools that include screening students and staff upon their arrival, increasing cleaning and disinfecting throughout facilities, social distancing, promoting regular hand washing and employees wearing face coverings.

These guidelines, along with input from state and local health officials, will impact the learning environment moving forward. We asked designers and architects from across the country what they anticipate classrooms will look like in the fall if they were to reopen, how the coronavirus will impact school design in the long-term, and suggestions on design concepts schools can implement right away to help with social distancing in facilities. Their answers offer insight to available design options and possibilities that can help school leaders plan and make the best decisions for their students and staff.
Answers have been edited for length and clarity.
What changes do you anticipate schools making in terms of classroom design in the fall?

"Within classrooms, there may be a need to create physical distance by making operational decisions such as staggering the number of students within the physical space. Perhaps by deploying remote learning tools and strategies, students can join the classroom instruction from another location within the school building." - , FAIA, LEED AP, Principal, Chief Architectural Officer at JCJ Architecture

"Because schools don't have the time or the funding to build additional classrooms or make the ones they have bigger, they are left with options that strategically alter how existing space is being utilized. For example, schools could use colored tape to mark circulation patterns and six-foot queueing distances on the floor (as we're now seeing in grocery stores) around offices, lunchrooms and other locations. Other strategies may require enacting changes in 'social design,' such as dividing the students into groups on a rotating schedule of in-person and distance/online learning.

As for classrooms - often already challenged with overcrowding - schools may need to make tough choices. In classrooms where there is a support area, temporarily removing the support area furnishings may allow desks to be sufficiently separated. Alternatively, larger classes could be moved into the gymnasium or the cafeteria, or even outdoors should weather permit." -, AIA, associate principal and K-12 sector leader for Svigals + Partners, New Haven, CT

"As students return to K-12 classrooms in the fall they will be greeted with the next normal - a classroom hyper-focused on hygiene, social-distancing, and enhanced air filtration. Most, if not all of these next normal will become routine but will they take away from the learning experience, after all they are bolt-on measures born from reaction rather than proactive design thinking. Billions will be spent by schools all over the world to react in this way and it will not improve the learning environment for our children. After all we are social creatures and we learn by doing in an interactive, socially engaged environment." - , AIA, LEED AP, Principal at Studio Ma, Phoenix, AZ.

"The Fall (of 2020) is way too early to anticipate meaningful, long-term, changes of any kind, in life, or in anything at all - as planning, design and building take significant time; months, years. Sure, Fall 2020 will be a different experience for the class of 2024 - and maybe the classes of 2025, 2026 and 2027.

But will it stay that way? There is no telling. So, in what ways might it change? This remains to be seen.

The shift in thinking the COVID19 crisis will precipitate will likely take five years or more to manifest itself in measurable ways - certainly that long in new buildings; most likely more time than that." - , AIA, Partner, Cooper Robertson

"Schools will likely step up the level of monitoring of each individual student's health with daily (or more frequent) symptom checks while promoting hygiene in the daily routine. The latter will probably include handwashing stations at building and classroom entrances coupled with increased cleaning and sanitizing protocols for students, faculty and staff." - , AIA, LEED AP, partner with JZA+D

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Here's What Designers and Architects Anticipate Schools Will Look Like in the Fall and After COVID-19 -- Spaces4Learning

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We asked designers and architects from across the country what they anticipate classrooms will look like in the fall if they were to reopen, how the coronavirus will impact school design in the long-term, and suggestions on design concepts schools can implement right away to help with social distancing in facilities.

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Scheduling the COVID-19 School Year

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Five days a week, 8 a.m. to 3 p.m. That traditional school day-so coveted now for its normalcy and essential contribution to how our families, communities, and economy function-probably won't make a full comeback this fall.

Some school communities will forge ahead with a return to the typical school calendar, but that carries large risks. If there's an outbreak of the coronavirus, they'll have to shut down abruptly. But in many school districts, the sheer numbers of students and staff members will make a traditional day impossible under social distancing protocols that public health officials say are necessary as the pandemic persists. The math just doesn't work when students must stay six feet apart from one another and their teachers.

That's why a mash up of online schooling and in-person instruction-what we're calling hybrid scheduling models-is likely to be prevalent this fall.

There are multiple variations of these schedules, and they provide the most flexibility to schools. They also present some of the most challenging logistics and may be especially taxing for teachers who must prepare lessons and instruction for two modes: virtual and in-person.

Some districts may decide the risk for exposure and transmission remain too high in their communities and will reopen schools in an all-remote environment-putting their planning and execution of a more robust virtual learning experience to the test.

To help district and school leaders understand some of their options for how to schedule school days in a pandemic, Education Week spoke to more than a dozen superintendents, district leaders, and other experts and pored through numerous planning documents and guidelines outlined by state departments of education and local education agencies.

Assistant Editor Denisa R. Superville presents six scheduling scenarios, explains what they could look like, and outlines the pros and the cons.
-The Editors
Hybrid Schedules

This mix of in-person and remote learning can follow many formats and provide the most flexibility for districts to adapt to social distancing measures and shut down quickly if an outbreak occurs in the community. It also empowers district leaders to prioritize in-person instruction for students who need it most: students in special education, those who are English-learners, students who are homeless or in foster care. Depending on the model, operational logistics may be tricky and expensive. And adapting to any unfamiliar blend of some in-school attendance and some remote learning may be challenging for teachers, students, and families.

Education Week spoke to district leaders about the hybrid scheduling options they are considering. And we take a more-detailed look at two potential scheduling models taking shape in the Vancouver, Wash., school district

Traditional Schedule With Modifications

Going to school, every day, for in-person instruction. It's the ideal scenario that many schools are aiming for this fall. But the final form that live school attendance takes may look wildly different from state to state, community to community.

One of the biggest hurdles in trying to hew as closely as possible to the traditional school day? Finding the space to fit students and staff when class sizes must be smaller. That means getting creative with adaptations and modifications in scheduling and operations. Things like longer school days. Or school on Saturdays.

Education Week interviewed more than a dozen district leaders and other experts on what it will take to provide the closest version of a regular school day amid the realities and risks of the pandemic.

Year-Round Schedule

Year-round schooling, or a balanced calendar schedule, extends the academic calendar, shortens the summer break, and builds in regular intersessions for remediation, enrichment, and accelerated programs. While it has some ardent supporters-especially for its continuity of learning-year-round schooling has never been widely adopted because of its disruption to cherished traditions like the three-month summer vacation.

But the model provides some clear upsides for schools as the pandemic continues.

All-Remote Schedule

With the all-too-likely scenario that remote learning must continue for some students and some communities-whether part time or full time-schools know they must improve upon what they did in the spring. Parents and students' expectations for the experience will be higher. An all-remote schedule must come a lot closer to replicating a traditional, in-school experience for students and for teachers.

Education Week spoke to more than a dozen district leaders and other experts on school operations to discuss how the continued use of remote learning can, and must, get better. It requires much more planning, robust support for teachers, and regular adjustments to adapt to the needs of students, teachers, and families.

Other Scheduling Options

No matter what type of schedule district leaders choose for reopening, there will need to be special considerations and exceptions for students who are medically fragile and can't risk any exposure with in-person attendance. Students who cannot adapt to full-time remote learning will also need alternative arrangements.

Sources, in alphabetical order: Brett Blechschmidt, chief financial officer, Vancouver Public Schools, Vancouver, Wash.; Sharon Contreras, superintendent, Guilford County Schools, Greensboro, N.C.; Daniel Domenech, executive director of AASA, the School Superintendents Association; Eric S. Gordon, CEO, Cleveland Metropolitan School District, Cleveland, Ohio; Todd Horenstein, assistant superintendent for administrative services, Vancouver Public Schools, Vancouver, Wash.; David G. Hornak, executive director, National Association for Year-Round Education (NAYRE) and superintendent, Holt Public Schools, Holt, Mich.; Mike Magee, CEO, Chiefs for Change; Scott Muri, superintendent, Ector County Independent School District, Odessa, Texas; L. Oliver Robinson, superintendent, Shenendehowa Central School District, Clifton Park, N.Y.; Mike Stromme, deputy superintendent of teaching and learning, Vancouver Public Schools, Vancouver, Wash.; Steven Webb, superintendent, Vancouver Public Schools, Vancouver, Wash.; Robert Zywicki, superintendent, Mount Olive Township School District, Mount Olive, N.J.

Documents: "Rising to the Challenge of Covid-19: A Planning Framework for the 2020-21 School Year," (May 2020), Los Angeles County Office of Education; "Reentry to a New Normal," (June 2020), Mount Olive Township School District; "Maryland Together: Maryland's Recovery Plan for Education," (May 2020) Maryland Department of Education; "Covid-19 Considerations for Reopening Schools: Initial Guidance for Schools and Districts (May 2020) Kentucky Department of Education; "Considerations for Reopening Mississippi Schools," (June 2020) Mississippi Department of Education; "Scheduling Concepts for Hybrid Learning," Aaron Dover, Los Angeles County Office of Education; "Considerations for Schools," (May 2020) U.S. Centers For Disease Control and Prevention; "A Strong and Healthy Start: Safety and Health Guidance for Reopening Schools," (June 2020) Vermont Education Agency and Vermont Department of Health; "A Guidebook for the Safe Reopening of California's Public Schools," (June 2020) California Department of Education

Contributors

Reporter: Denisa R. Superville

Designers/Visual Artists: Laura Baker, Emma Patti Harris, Francis Sheehan, Vanessa Solis, Gina Tomko

Illustrator: Stephanie Shafer for Education Week

Web Producers: Mike Bock, Stacey Decker, Hyon-Young Kim

Project Editor: Lesli A. Maxwell

Visuals Project Editor: Emma Patti Harris

Please enable JavaScript to view the comments powered by Disqus.

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Five days a week, 8 a.m. to 3 p.m. That traditional school day-so coveted now for its normalcy and essential contribution to how our families, communities, and economy function-probably won't make a full comeback this fall. Some school communities will forge ahead with a return to the typical school calendar, but that carries large risks.

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NYS Library Plan for Reopening and Restoring Services

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NYS Library Plan for Reopening and Restoring Services

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State library plan with phases

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Library Building

Building closed to the public; all services virtual.

Building closed to public. Continue to provide virtual services.

Building closed to public other than by appointment or for no-contact services. Continue to provide virtual and remote services.

Building open with restricted access to avoid gatherings, following State/SED guidelines.

Building open, with social distancing practices enforced; no large gatherings or events.

Building open, with gatherings or events of 50+ allowed.

Safety Considerations

Building closure, staff working remotely.

Returned materials quarantined for 72 hours.

Implement material handling protocols (quarantining returned materials for 72 hours, use of PPE when handling materials, etc.). Encourage staff to stay home when sick. Implement social distancing measures. Clean and disinfect frequently touched surfaces daily. Ensure hand hygiene supplies are readily available.

Implement material handling protocols (quarantining returned materials for 72 hours, use of PPE when handling materials, etc.).
Encourage staff and patrons to stay home when sick. Implement social distancing measures, including use of masks. Clean and disinfect frequently touched surfaces daily. Ensure hand hygiene supplies are readily available. Implement plan for protective measures for staff and patrons at increased risk of severe illness.

Implement material handling protocols (quarantining returned materials for 72 hours, use of PPE when handling materials, etc.).
Encourage staff and patrons to stay home when sick. Implement social distancing measures, including use of masks. Clean and disinfect frequently touched surfaces daily. Ensure hand hygiene supplies are readily available.

Encourage staff and patrons to stay home when sick. Clean and disinfect frequently touched surfaces daily. Ensure hand hygiene supplies are readily available. No social distancing measures in place.

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Library Building Building closed to the public; all services virtual. Building closed to public. Continue to provide virtual services. Building closed to public other than by appointment or for no-contact services. Continue to provide virtual and remote services. Building open with restricted access to avoid gatherings, following State/SED guidelines.

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Tips for Designing an Online Learning Experience Using the 5 Es Instructional Model

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Tips for Designing an Online Learning Experience Using the 5 Es Instructional Model

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From Catlin Tucker

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Tips for Designing an Online Learning Experience Using the 5Es Instructional Model - Dr. Catlin Tucker

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Covid 19 has educators and educational institutions worried about and preparing for possible school closures. What happens if students have to stay home for days or even weeks? How can we keep them learning remotely? What strategies and technology tools can teachers use to take traditional classes online?

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From the ALA

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ALA recognizes that factors impacting libraries' reopening processes will vary based on library type and location, yet there are many common criteria that all libraries will consider, from thoughtful training and phasing-in of onsite services, to health and safety measures that protect staff and community. Decisions about reopening will be made locally. This page is a resource for states and individual libraries planning for reopening. Check back for updates.

Planning for Reopening: A Checklist | Webinars and Programs | ALA Resources | State Planning Documents | International Guides or Resources | Additional Resources

Planning for Reopening: A Checklist

(A downloadable PDF of the checklist is available here.)
Inputs
__ Federal, state, local executive orders
__ Federal, state, local health department guidance
__ REALM Project research findings
__ Federal, state, local government reopening plans
__ Intergovernmental cooperation agreements (formal or informal)
__ Administrative unit plans
__ State library, library association, and consortium guidance
__ Library patron confidentiality laws
__ Board and staff engagement
__ Legal consultation

Considerations

__ Refinement of library policies
__ Facilities cleaning
__ Facilities modifications
__ Protective equipment/supply needs
__ Materials handling
__ Staff training
__ Phased opening of building for staff
__ Phased opening of building for community
__ Prioritized resumption of services
__ Long term program and service adaptations
__ Consortial agreements
__ Internal communications
__ External communications
__ Recalibration/adjustment triggers

Webinars and Programs

Moving Forward: Key Findings from New Libraries' COVID-19 Response Survey (6/12/2020).

The Library Community Moving Forward in the New Normal (6/4/2020).

Working Together on Planning, Policy and Legal Issues for Reopening a Public Library: The Board, the Attorney and the Librarian (5/15/2020)

Looking Forward: Planning for Reopening, a conversation with librarians (4/24/2020)

ALA Resources

AASL Pandemic Resources for School Librarians

ACRL Pandemic Resources for Academic Libraries

ALA ALCTS- Handling Library Materials and Collections During a Pandemic

ALA COVID response home page

Libraries as Safe Haven: Disaster Planning Response and Recovery-now available free from the ALA Store

PLA Resources on COVID-19

Protecting Privacy in a Pandemic: A Resource Guide from ALA's Office for Intellectual Freedom

State Planning Documents

Alabama Public Library Service- Library Reopening Tip Kit

California State Library- Restoring In-Person Services in California's Libraries

Colorado Library Consortium's Returning to Service: Libraries and COVID-19

Connecticut Libraries Roadmap to Reopening and Recovery

Georgia Regents Public Library Advisory Council- Recommendation for Library Services During the COVID-19 Pandemic

Indiana Library Federation- Plan Outline in Phases: From Library Closure to Reopening - COVID-19 Global Pandemic

Massachusetts Library System- Reopening Massachusetts Libraries

Maryland State Library- Handing Materials During COVID-19

Missouri State Library- Missouri Libraries Reopening Guidelines

Montana State Library- COVID 19: Reopening and Reentry for Libraries

Nebraska Library Commission- Phased Plan for Reopening of Nebraska Libraries

New Hampshire- Reopening NH Libraries Task Force Best Practices Document

New Jersey State Library- COVID-19 Pandemic Resources and Plan for Library Reopening

New Mexico State Library- Public Services Return to Work/Library Re-Opening Plan

Ohio Library Council- Best Practices for Ohio's Public Libraries under COVID-19

Pennsylvania- Office of Commonwealth Libraries Framework for Reopening Public Libraries

Rhode Island- Ocean State Libraries' Ropening R.I. Libraries

South Carolina State Library- Coronavirus: Reopening Guide for Public Libraries

Texas State Library and Archives Commission- Reopening Libraries: Resource Guide

Utah State Library- Utah Libraries Plan for Moving Towards Full Service

Vermont Department of Libraries- Reopening Information

West Virginia Library Commission- Guidance Statement on Reopening the Library

Wisconsin Guidelines for Opening WI Public Libraries: Timeline

*Please note that some of the state planning documents are working documents, i.e., not final plans.

State Planning Documents for Schools

Indiana Library Federation- Reopening School Libraries Safely

South Carolina Department of Education- Guidance and Recommendations for 2020-21 School Year

International Guidelines or Resources

BiblioSuisse- Model Protection Plan: Reopening Libraries

Netherlands Public Library Association- Phased Opening of Libraries protocol

International Federation of Library Associations and Institutions (IFLA)- COVID-19 and the Global Library Field

Additional Resources

CDC guidelines and information

Demco- How to Quarantine Books in Your School Library

Heritage Emergency National Task Force (HENTF)- COVID-19 Resource Hub

IMLS Announces COVID Research Partnership (4/22/2020)

IMLS & CDC Webinar (4/2/2020)- Mitigating COVID-19 When Managing Paper-Based, Circulating, and Other Types of Collections

OSHA Guidance on Preparing Workplaces for COVID-19

US EEOC Pandemic Preparedness in the Workplace and Americans with Disabilities Act

US Chamber of Commerce State-by-State Business Reopening Guidance

Contact

Megan Cusick
Assistant Director, State Advocacy
mcusick@ala.org

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ALA recognizes that factors impacting libraries' reopening processes will vary based on library type and location, yet there are many common criteria that all libraries will consider, from thoughtful training and phasing-in of onsite services, to health and safety measures that protect staff and community. Decisions about reopening will be made locally.