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Goal 1: Research and learn about Flexible Learning Spaces and Blended Learning and then reshape and refurnish the library so as to make that possible. 

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Goal 1: Research and learn about Flexible Learning Spaces and Blended Learning and then reshape and refurnish the library so as to make that possible. 

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Goal 2: Learn more about the maker movement and continue to offer opportunities for tinkering/making and expand this offering to middle school students. 

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Goal 2: Learn more about the maker movement and continue to offer opportunities for tinkering/making and expand this offering to middle school students. 

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Articles from DEMCO

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Stephanie Shook, LEED AP BD+C, Interior Designer

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Space Design - Ideas & Inspiration from Demco

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Ready to take on the challenge of choosing new furniture for your library? The right furniture choices can help you make small spaces seem a lot larger or make your casual spaces great for work as well. Use these tips to create multifunctional library spaces that meet your users' many needs.

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from Diana Rendina's Blog

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Makerspace Resources

All the Makerspace resources you could hope for (and more)

I first started learning about the Maker Movement in education and makerspaces in late 2013. Since then, I've been using this page to compile and curate some of the best articles, videos, blogs, books and other resources that have helped me along the way. My hope is that you will consider this a go-to resource as you progress along your own Maker journey. No matter whether you're just getting started with makerspaces or are looking to grow your program, there's something here for you.

What is the Maker Movement?

The Maker Movement has been around for a lot longer than many of us realize. Really, the desire to make things with our hands has existed since the dawn of humanity and DIY culture has long played an important role. Make Magazine has been around since 2005 and the first Maker Faire was held in 2006. Check out the articles below for a great take on what the Maker Movement means for education.

Articles I've written elsewhere:

Other makerspace resources I've curated/created:

Colleen Grave's first started a makerspace at Lamar Middle School and then when on to pilot a makerspace at Ryan High School. She shares all about her experiences, projects her students are making and has gathered substantial resource lists as well. Her blog is seriously awesome. (Of course, I'm biased because we wrote a book together)

Laura Fleming's blog about her library and makerspace at New Milford High School. One of the pioneers of the school library makerspace movement, Laura has shared many amazing resources (and she has an awesome book too!)

Andy Plemmons' blog; in addition to being an all-around awesome librarian, Andy does an amazing job of bringing making into Barrow Elemenntary School. He collaborates with the University of Georgia and often brings the makerspace into his curriculum collaborations with teachers. He's also amazing at fundraising and creating big, school-wide projects.

Krissy runs an amazing makerspace called the Launch Pad at her elementary school, and she is an fantastic advocate for creativity. She also creates gorgeous posters (many with maker themes) that she makes freely available on her site and she founded the #elemaker hashtag. Did I mention that her job title is Innovation Coordinator?

Gwyneth Jones is an all around awesome librarian who shares resources relentlessly on her blog. She started a makerspace in her library recently and has taken a balanced approach, starting with a few affordable centers. She also makes amazing posters and graphics and offers them for FREE on her blog.

Robert Pronovost's blog about Ravenswood Elementary Makerspace. He's documented his space since he created it and offers some great advice on procedures. Definitely an excellent example of a successful elementary space.

Blog run by public librarians who work with young adults. The write about all things YA and have quite a few posts on makerspaces and maker programs.

Blog that focuses on libraries and artists working together. More of a public library and museum focus.

The people who started it all - there's amazing project inspiration and ideas on here, as well as lots of free resources.

Project ideas & other resources:

The Maker Education Initiative's Resource Page: From the people who started it all, this page is an amazing resource for anyone interesting in making in education. From getting started, to tools, to project ideas, this is a great site for Makers.

Instructables : If you want to learn how to do pretty much anything, whether it's bake a cake or build a roller coaster out of K'nex, you can find it on this website. A great project for students who be to have them document their work and create Instructables on their own projects.

Invent to Learn : Gary Stager and Sylvia Martinez's website is an amazing resource. Make sure to check out their Constructing Modern Knowledge professional development program.

Make it @ Your library: Project database for making in libraries. Easily sortable by age range, cost, size of groups, etc.

Library Makers: Another great library blog with tons of awesome project ideas, especially for the little ones.

Super Sylvia's Awesome Maker Show: Sylvia is an amazing inspiration for all Maker kids. She filming her Maker projects around 11, and has all sorts of fabulous videos to inspire young Makers.

Cybraryman's Makerspace Resources page: Tons of Makerspace links and a list of Twitter handles to follow

Twitter:

There's so many amazing MakerEd educators and companies on Twitter that I couldn't list them all here. Click the link to go to my MakerEd Twitter List, which I update as I find more awesome people to follow.
Hashtags to follow: Twitter Chats that are often Maker-related:

Co-written by me, Colleen Graves and Aaron Graves, this book is packed full of lots of practical information and real-life examples of using design challenges in makerspaces. We cover everything from building a maker culture and setting up the physical space of your makerspace to organizing global collaborations and sharing your projects through Maker Fests. We go into detail about creating design challenge prompts that can inspire your makers. The book has sections specifically focused on elementary and secondary curriculum connections and we feature interviews with a ton of amazing maker educators at all grade levels.

Available from Amazon and other book sellers now!

(Note: Page contains affiliate links. Actions taken may result in commissions for Renovated Learning. All opinions are my own.)

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Makerspace Resources I first started learning about the Maker Movement in education and makerspaces in late 2013. Since then, I've been using this page to compile and curate some of the best articles, videos, blogs, books and other resources that have helped me along the way.

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How to Transform Your Library Space on a Budget

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How to Transform Your Library Space on a Budget

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Article

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Recently, I've been looking back through photos of my media center at Stewart Middle Magnet from the past five years. I'm working on a conference presentation for the Florida Association for Media in Education about transforming library spaces. As I look back over these photos, I'm struck by how the space slowly evolved over this span of time. It's easy to just focus on all the big sweeping changes we made in the summer of 2014 when we got our Lowes Toolbox Grant for $5,000 and used several DonorsChoose projects to create a makerspace and flexible learning commons area. But a lot of important changes happened before 2014, and I realized that many of them are very budget friendly and easy for anyone to do, no matter what situation they're in. So rather than focusing on the big, overarching themes about learning space design or big, transformative renovations, I want to focus on simple changes that are approachable for anyone.

Less is more

One of the easiest changes to make to your space is to get rid of the things you don't really need. When I first got to Stewart five years ago, the library had been badly neglected. There was an excess of furniture and shelving, making it difficult to walk around without bumping into things. It had been decades since anyone weeded-there were books on the shelves that hadn't been checked out since the seventies. We still had a set of card catalog drawers and an atlas stand that wasn't used. My first few years were mostly spent purging. I weeded aggressively. I cleared off unneeded floor shelving units that were taking up huge amounts of floor space and had the district remove them. I got rid of the random unused teacher desks that were scattered throughout the library. I gradually got rid of the reference section as I realized that our databases were much more current. Removing so much from the library was a little scary, but it was also liberating. Suddenly, there was breathing room again. Students started to feel more comfortable in the space. And it paved the way for further improvements, like grants for new books that the students actually wanted to read.

Don't have wall space? Make some.

When I first got to Stewart, every inch of available wall space was taken up by shelving (which was all picture book deep, but that's another story). There were even wall shelves in odd dark corners behind teacher desks. As I weeded and weeded and weeded, shelves were starting to clear out, and I realized that I needed to make my own wall space. I cleared out some shelves and had the district come and remove them. Suddenly, I had space for a repurposed bulletin board that wasn't being used in another classroom. And a wall-mounted magazine rack that I was able to purchase with bookfair money. Later on, having shelves removed allowed us to mount a whiteboard and projector for our instruction space, and cleared up room for our Epic LEGO Wall and whiteboard wall. I did have to reduce our collection size over time to do this (from 20,000 books when we were stocked to the gills to around a comfortable 10,000 now) but the weeding mostly focused on books that had never been checked out, so I wasn't cutting into the books my students were reading.

Play house and rearrange your furniture

I'm a bit of a nerd for organization, so early on in my career, I created a to-scale rendering of my library in Excel, complete with each of the items of furniture as movable objects (I realize there's probably better programs for this now). I can move around the furniture and try out different layouts without having to break a sweat. This let me see the possibilities that we could have with our space. Eventually, it helped me to do things like rearranging our wooden tables to create more room in our instruction space. It helped me see that we could turn around our fiction floor shelving units to make a better use of the space and create reading nooks. It took a little sweat and effort (and recruiting several custodians to help move the heavy shelves), but it was an easy and free way to change things up for the better.

Get creative to source new ideas

Many school districts have furniture warehouses for items that schools have gotten rid of. Get to know whoever is in charge of this space - I've used old circular cafeteria tables in our makerspace, gotten free whiteboards and bulletin boards, and more. Since it's already owned by the district, I don't have to worry about having a budget for it.

Depending on how strict your fire code is, garage sales and IKEA are great places to find affordable and student friendly furnishings. There's also funding sources out there if you know how to look. DonorsChoose is a great way to get Hokki stools, cozy carpets and decorations. Many grants can be used to get furniture if you can frame your essay around how the new furniture can facilitate collaboration and improve student learning (I've gathered some resources on finding grants for your library on my blog).

Keep on dreaming

All of these changes are easy and budget friendly, but that doesn't mean that you shouldn't still dream big. Rather than just accepting the heavy wooden tables that came with my library, I kept dreaming and eventually got a grant to replace them with flexible furniture. Rather than accepting that the library would always be a dull beige, I gathered together a group of volunteers and repainted everything over the summer. And I'm still dreaming that one day, a generous benefactor will help us build a brand new, state of the art library building (or at least tear some holes in the walls and give me windows). Always be dreaming.

Categories: Blog Topics, Makerspaces/Learning Commons

Tags: learning commons, learning space design, learning spaces, school libraries

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How to transform your library space on a budget | Knowledge Quest

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Recently, I've been looking back through photos of my media center at Stewart Middle Magnet from the past five years. I'm working on a conference presentation for the Florida Association for Media in Education about transforming library spaces. As I... Read More ›

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Video

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Flexible Learning Spaces

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Australasia is recognized internationally for implementing innovative learning environments. This is cause for celebration, particularly as successful innovation is more than a cut-and-paste collage of good ideas but rather the result of rich conversations between designers and educators negotiating across their discipline boundaries. But not all new spaces are succeeding. This article introduces key issues, along with some cautionary tales for both designers and educators.

Lecture theatres, seminar spaces and classrooms have been largely accepted as the core spaces of learning since the nineteenth century. Classrooms have been so ubiquitous that educators have, until recently, tended to ignore the influence that space can have on learning. As an architect, I find it curious that learning spaces are rarely mentioned within education discourse. Dr Susan Wilks, an education colleague, suggests that teachers have tended to perceive learning environments as being primarily inside the heads of their students. But this is changing as educators begin to appreciate the ways that learning settings can support twenty-first-century pedagogies and designers realize that success in school innovation requires a fine-grain approach at the scale of fitout and furniture layout rather than simply the provision of flexible but generic spaces.

As students become adept at gathering web-based information, the role of a teacher is shifting from that of information provider to that of learning facilitator. Concurrently, there is increased societal demand for graduates to have the skills to resolve complex interdisciplinary problems. Benjamin Bloom's lower-level tasks such as remembering and understanding are well supported in theatres and classrooms, but the higher-level tasks of analysing, synthesizing, creating and evaluating require a range of settings. We are observing a quiet revolution occurring at tertiary level. Budgets and briefs are increasingly emphasizing the in-between spaces and developing student-only lounges supporting informal learning, while encouraging a rich campus experience. These informal learning and social spaces are respectful of student cultures. At the Berwick Technical Education Centre street art is brought inside, while the Faculty of Arts Graduate School at the University of Melbourne combines the intimacy of home with cafe buzz.

Image: Christopher Frederick Jones

Within schools we see parallel changes as classrooms morph into more fluid spaces that accommodate a range of learning settings. As designer Mary Featherston notes, learning environments that are "purposefully" planned to support different types of learners and different ways of learning will help students stay "in the flow" of learning. The Lilley Centre, celebrated by students, teachers and the broader community, is viewed by architect Hamilton Wilson as the culmination of years of collaboration with educators. While this level of collaboration is ideal, it was not possible for new buildings funded by the federal government as part of the "Building the Education Revolution" initiative because of economic imperatives. In Victoria, the education department chose design templates with clearly defined classrooms but with walls that could be slid open to blur boundaries into collaborative shared spaces. As researchers, we were interested to observe students and teachers as they moved into these hybrid spaces. Even after a month of occupation, there was a noticeable shift in use as teachers and students "relaxed" into the larger spaces, leaving doors open and enabling more team teaching, and giving students a choice of different learning locations. Our cautious prediction is that the widespread use of these template spaces will result in teachers becoming more aware of the limitations of traditional classrooms as effective learning environments. In schools there are other key changes occurring. Toilets and locker areas, long recognized as potential bullying zones, are being distributed into smaller clusters throughout new spaces. Outdoor spaces for learning are being provided with good indoor-outdoor connections. Computer laboratories are outdated and networked computers are now more seamlessly located throughout. In Australasia we are building stronger links with communities and sharing facilities. This contrasts with both the UK and the USA, where schools have high boundaries for security.

Not all innovative learning environments are succeeding. In some cases, the learning neighbourhoods are being divided (informally with bookshelves or formally with operable walls) back into classrooms. We are seeing tutors avoid studios with flat screens and computers because they want the flexibility to shift tables around or undertake messy activities without fear of damaging equipment. We hear of acoustic treatments being omitted from specifications to save costs, even though we remember the poor acoustics of some of the open-plan environments built in the 1970s. We are also finding that many schools and tertiary institutions are underestimating the importance of furniture choice and layout to help construct behavioural settings.

So what factors enable new successful learning spaces? Change is difficult. Successful innovation in design and occupation requires alignment of many factors. We have been fortunate to have governments investing in tertiary and school environments after decades of neglect. Education departments in most states have been proactive supporters of innovation, bringing experts to Australia and developing local expertise. At school level, a shared vision of education is needed, along with principals supporting teachers, encouraging professional development, and providing time for curriculum review and space to collaborate. A rigid timetable and subject-based teaching can hinder innovation. At tertiary level, this is partially addressed by new interdisciplinary subjects and research centres. As academics move into innovative teaching spaces with cutting-edge computer hardware, they need professional development to ensure effective use of virtual and physical spaces. Finally, innovative spaces are enabled by designers who are able to integrate complex and conflicting briefs into finely resolved behavioural settings, which support new constructivist modes of learning.

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Australasia is recognized internationally for implementing innovative learning environments. This is cause for celebration, particularly as successful innovation is more than a cut-and-paste collage of good ideas but rather the result of rich conversations between designers and educators negotiating across their discipline boundaries. But not all new spaces are succeeding.

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Edutopia article

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Another great resource guide for Makerspaces

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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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Invests Strategically in Digital Resources

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Invests Strategically in Digital Resources

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Curates Digital Resources/Builds Instructional Partnerships/ Empowers Students as Creators

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Curates Digital Resources/Builds Instructional Partnerships/ Empowers Students as Creators

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Goal 1: Develop working relationships with school site leaders and further the mission of the library by becoming a SSC (School Site Council) member for the 2019-2020 school year. 

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Goal 1: Develop working relationships with school site leaders and further the mission of the library by becoming a SSC (School Site Council) member for the 2019-2020 school year. 

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Goal 2: Encouraging teachers and students to showcase their learning and digital products on the library’s or the school’s website for the entire community to enjoy and learn from.

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Goal 2: Encouraging teachers and students to showcase their learning and digital products on the library’s or the school’s website for the entire community to enjoy and learn from.

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School's website

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Buena Vista Horace Mann K-8 Community School is a K-8th grade public elementary and middle school in the Mission District of San Francisco, California with the proud distinction of being San Francisco Unified School District's first Two-Way Spanish Immersion School.

Dates To Remember:
Monday, November 12, School Closed
Wednesday, November 14, 2018 PTA Meeting (5:30pm)
Monday-Friday, November 19-23, School Closed
Monday-Friday, November 26-30, Parent Teacher Conference Week*
*Early dismissal, Elementary School @ 2:30 pm and Middle School @ 1:45 pm
Annual Fundraising Campaign
Please help us Fill the Jar and support our annual fundraising campaign today. Donate here.

Preparations our underway for our spring 2019 fundraiser, La Gran Pachanga! Learn more about how to participate today.
Non-Discrimination Policy
San Francisco Unified School District programs, activities, and practices shall be free from unlawful discrimination, harassment, intimidation, and bullying based on actual or perceived race, color, ancestry, national origin, ethnic group identification, age, religion, marital or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, or gender expression; or on the basis of a person's association with a person or group with one or more of these actual or perceived characteristics.

If you believe you have been subjected to discrimination, harassment, intimidation, or bullying, you should immediately contact the school site principal and/or Director of the Office of Equity (CCR Title 5 and Title IX Officer), Keasara (Kiki) Williams, at 415-355-7334 or equity@sfusd.edu. A copy of SFUSD's uniform complaint policy and SFUSD's non-discrimination policy are available upon request.

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Buena Vista Horace Mann K-8 Community School is a K-8th grade public elementary and middle school in the Mission District of San Francisco, California with the proud distinction of being San Francisco Unified School District's first Two-Way Spanish Immersion School.

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Wellness Center Family Check-Ins Consulta para Familias

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Article from School Library Connection

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Do You Agree with the Statement "The Administrator(s) of My School(s) Perceive Me as a Leader"? This is the question we asked for our March One-Question Survey. Keep reading for Dr. Maria Cahill's analysis of the results and strategies for boosting your leadership profile.
We hope you use these surveys to help you reflect on your own practices. can view our archive of past surveys
With the publication of Empowering Learners: Guidelines for School Library Programs, the American Association of School Librarians (2009) identified "leader" as one of five primary roles school librarians should enact. Yet, labeling school librarianship as a leadership profession doesn't necessarily mean that school library stakeholders will perceive the position or the professional occupying that position as such. Rather, leadership is a contextual process in which individuals develop relationships that position them to influence others. Naturally, some contexts are more conducive to leadership and some individuals have developed skills, dispositions, and behaviors to better position themselves as leaders. Nevertheless, all individuals are capable of becoming leaders (Northouse, 2015).

We asked school librarians to identify their level of agreement with the following statement: "The administrator(s) of my school(s) perceive me as a leader," and we provided space for the school librarians to elaborate on their responses, if they so chose. Encouragingly, the overwhelming majority (81.5%) of the more than 800 respondents to our survey Agreed or Strongly Agreed that they are perceived as leaders within their schools, and this was especially true for school librarians working in middle schools, nearly half of whom responded, "Strongly Agree."

Using an inductive process, we coded the elaborated responses and identified two very different types of explanations. All school librarians whose responses reflected an internal locus of control (i.e. personal responsibility or control over the outcome), agreed that they were indeed perceived as leaders within their schools. Whereas, those school librarians who attributed leadership (or lack thereof) as a consequence of the context fell into both camps: some were perceived as leaders in their schools and others were not.

School librarians who are perceived as leaders within their schools were far and away most likely to attribute this leadership to their professional expertise. Proficiencies most commonly identified were in the areas of technology know-how and professional development offerings (within and beyond their own schools), but also included knowledge of the curriculum, collaboration skills, teaching skills, literacy skills, information literacy skills, and problem-solving abilities. They also attributed their leadership to their efforts, attitudes, and advocacy.
Flex your professional expertise -One of my strengths is integrating technology into instruction. I provide a lot of support for teachers in using and troubleshooting technology.
To the 18.5% of school librarians who felt undervalued as leaders in their schools, we offer these words of encouragement: You may not be able to pick your administrators, but stay positive and focus on continuing to grow as a leader, focusing especially on those skills and behaviors that have served your colleagues best. Using the words of school librarians who believe they control whether or not their administrators perceive them as leaders, we recommend the following strategies:

- Teachers know that they can ask me for help-whether it is related to curriculum or technology.

- Even though I am mere months into my first year as the sole media specialist in our high school, I sit on the Faculty Advisory Committee, the School Improvement Team, the Literacy Leaders Committee, and our building Technology Committee. I have already led professional development [and] developed a system for digital annotation that we will soon be rolling out school wide.
-I am a leader because I am a problem-solver in all aspects of the school. Demonstrate the dispositions of someone with whom you would want to work -In my second year as a librarian, I'm a newbie. With that said, I have taken on leadership roles, started programs, encouraged reading, and connected with all staff to make sure they know I am here for them. I'm doing my best to be a positive staff member and with that naturally comes leadership. -I work my tail off, but all my administrators know they can come to me, and that the library is a resource for them as well. -Each administrator is different. Over the years I have worked with many that see that I am a capable leader that will work extremely hard. I have worked with a few that aren't quite on board. It's my opinion that over time I can show how valuable a media program can be. -I share everything I can whenever I can. -I have been proactive in collaborating with [teachers and administrators]to develop [the] perception [that I'm a leader]. -I work hard with my administration and my teachers to put myself in a place of leadership. I attend monthly leadership team meetings and serve on several committees in our school. I am often asked to head up special activities and programs. When I first started, I wanted the library to openly serve our students and teachers. We make it our mission to say "YES" as often as humanly possible. We operate on a flexible schedule with shared calendar for all staff for transparency in to our open schedule. Advocate and communicate the value of the school librarian and school library program -[I] send out monthly newsletters to let our staff know what's happening in the library (in addition to sending my monthly report to admin). -The administration views me as the only teacher who services the entire student body as a teacher, which is true. They probably see me that way because I inform them frequently that I serve all kids. -I feel that I am respected by the administration at the board as well as in my schools. I believe it has a lot to do with the quarterly and end of year reports I send to admin and the principals. I highlight library events and include statistics and list out the ways I collaborate and teach.
- Our school district is moving towards personalized learning and last year I was able to participate in training with other leaders to become a go-to person on the personalized learning team.
References
- We promote our activities, ask for administrative support, and often invite them personally to our activities. We positively promote our program and it seems to be working wonderfully!

American Association of School Librarians. Empowering Learners: Guidelines for School Library Programs. American Library Association, 2009.

Northouse, P. G. Leadership: Theory and Practice (7 ed.). Sage, 2015.

Maria Cahill, MLIS, PhD, is an assistant professor at the University of Kentucky in both the School of Information Science and the Department of Education. She received her master's degree from the University of South Carolina and her doctorate in education from the University of Tennessee. She is author of numerous papers in such journals as Knowledge Quest, School Libraries Worldwide, and School Library Research and has served in numerous professional leadership positions, including on the Educators of School Librarians Section of the American Association of School Librarians and the American Library Association's Literacy and Outreach Services Committee.

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Do You Agree with the Statement "The Administrator(s) of My School(s) Perceive Me as a Leader"? This is the question we asked for our March One-Question Survey. Keep reading for Dr. Maria Cahill's analysis of the results and strategies for boosting your leadership profile.

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School Site's Plan

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Slide deck

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What Not to Do: Tips for New Library Leaders

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What Not to Do: Tips for New Library Leaders

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LJ Article

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What Not to Do: Tips for New Library Leaders | Leading from the Library

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A new role leading in any capacity, but particularly as a library director, can be stressful. New leaders usually get lots of tips on what to do. A good honeymoon period strategy can also benefit from a few what-not-to-do tips.

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Goal 1: Learn more about COPPA and student privacy.

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Goal 1: Learn more about COPPA and student privacy.

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Goal 2: Ensure that all applications that the site acquires does not include student's personal information.

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Goal 2: Ensure that all applications that the site acquires does not include student's personal information.

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Goal 3: Acquaint myself with and develop digital citizenship lessons to enable students to be safe digital consumers and creators of content.

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Goal 3: Acquaint myself with and develop digital citizenship lessons to enable students to be safe digital consumers and creators of content.

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Common Sense Media: Age-Based Media Reviews for Families

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Common Sense Media is the leading source of entertainment and technology recommendations for families. Parents trust our expert reviews and objective advice.

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Using CLEVER as a portal app for students to log in

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Using CLEVER as a portal app for students to log in

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Username hint: Teacher Username: Your SFUSD email address @sfusd.edu Student Username: Your SFUSD username @s.sfusd.edu

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Protecting Student Privacy from Third Party Educational Service Providers

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Protecting Student Privacy from Third-Party Educational Service Providers

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Communicating Student Data Privacy from Future Ready Schools

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Communicating Student Data Privacy from Future Ready Schools

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Article

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In recent years, student data privacy has emerged as a major education issue at federal, state and local levels. Recent news coverage and social media conversations about student data access, especially as it relates to outside service providers, have heightened the public's overall interest in the use and security of student data.

According to Future Ready partner Data Quality Campaign , there are currently over 100 privacy-related bills in 32 state legislatures. With student data privacy being debated at the federal level, state legislatures enacting new laws throughout the nation, and school boards developing new policies at the local level, the many layers of privacy law and policy can leave stakeholders in a state of confusion. As such, adequately communicating student data privacy policy and practice has been a challenge.

In a recent Future Ready Webinar, I had the privilege of being joined by Jaryn Emhof, Vice President of Communications at the Foundation for Excellence in Education (ExcelinEd), as she shared research-based messages and tactics to effectively communicate with parents and other stakeholders about this important issue facing school districts today.

Ms. Emhof outlined a variety of key messages and resources found inside ExcelinEd's recently released Student Data Privacy Communications Toolkit . Some examples of what was shared in the webinar were:

qualitative and quantitative research findings;

key messages identified as most compelling and of interest to parents;

sample letters and language that can be used by school leaders; and

methods, tools, sample letters, and other resources available to assist schools and school districts with communication.

As student data privacy debates continue at all levels, districts must clearly communicate the data they're collecting, how it's being used, and how student information remains secure. It's imperative that district leaders stay on top of changes in the law and work closely with their local school board to ensure a robust policy that empowers teachers with the digital tools needed to personalize student learning, yet simultaneously keeps student information safe and secure. The toolkit released by ExcelinED and the work of DQC is a great starting point for district leaders.

All for the kids we serve,

Thomas C. Murray Director of Innovation Future Ready Schools

Social Sharing

Options: Facbeook, Twitter, Linkedin, Pinterest...

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Communicating Student Data Privacy - Future Ready Schools

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In recent years, student data privacy has emerged as a major education issue at federal, state and local levels. Recent news coverage and social media conversations about student data access, especially as it relates to outside service providers, have heightened the public's overall interest in the use and security of student data.

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Article

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Common Sense is empowering educators to take on privacy in 2018.

I love edtech. I love finding awesome tools that engage students and get them thinking critically and collaborating. I love learning from colleagues how to use a tool in new, creative ways. And I love reviewing privacy policies -- not!

I get feedback all the time from educators about how empowering it is to have Common Sense's edtech reviews and ratings at their fingertips to help make that just-in-time decision. However, there's one area that comes up a lot in my conversations where educators reveal they feel much less confident. It's the issue of privacy. This weighs heavily on the minds of teachers, tech coaches, and administrators. Researching privacy policies and understanding terms and conditions are critical to keeping students safe, but many administrators and teachers alike don't feel qualified or don't have the time required to wade through dense legal documents. Having a basic understanding of the "rules of the privacy road" is essential in today's digital classroom. But when it comes to the heavy lifting, like doing a close read of the legalese, we're here to help.

With that in mind, I wanted to share with you what's coming in the new year to help you take on the issue of privacy. Since 2014, we've been working with a group of school districts around the country to develop a standard for evaluating edtech, specifically around safety, compliance, privacy, and data security. To date we've completed 300-plus evaluations of popular edtech apps. Starting in January 2018, we will begin surfacing summary information from these existing privacy evaluations alongside our educational ratings. This privacy information will be shown using a three-tier color-coded system as follows:

Use Responsibly (Blue)

Use with Caution (Orange)

Not Recommended (Red)

You can learn more about the specifics of what each tier means on our Privacy Blog.

We want educators to be privacy aware, not privacy scared. In that spirit, we encourage you to check out our existing privacy evaluations and look at how your favorite apps stack up. Be sure to contact your district tech department or app publisher directly if you have questions about how an application addresses student data privacy. So far, approximately 60 percent of the apps we've evaluated have made changes to their policies or products following our initial evaluation. Our goal is to work with software developers to simplify and standardize policies and practices, in turn empowering educators to make highly informed decisions about the digital tools they use with their students.

Keep track of our work on privacy before it's live on our edtech tool reviews in January. Follow our Privacy Blog or Twitter account @cs_privacy to stay up to date.
Image courtesy of Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action.

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Be Privacy Aware, Not Privacy Scared | Common Sense Education

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I love edtech. I love finding awesome tools that engage students and get them thinking critically and collaborating. I love learning from colleagues how to use a tool in new, creative ways. And I love reviewing privacy policies -- not!

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SFUSD Google Apps for Education Acceptable Use Policy

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SFUSD Technology Acceptable Use and Security Policy

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SFUSD Technology Acceptable Use and Security Policy

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SFUSD Acceptable Use Agreement - Employee 2011.pdf

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School's Technology Integration Plan

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Goal 1: Work in conjunction with our site’s CBO, the Curriculum Technology Integration Specialist, and the Family Liaison to design a series of workshops that provide technological instruction and support to our ELAC (Eng. Language Advisory Committee) families who do not have computer access in the home.

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Goal 1: Work in conjunction with our site’s CBO, the Curriculum Technology Integration Specialist, and the Family Liaison to design a series of workshops that provide technological instruction and support to our ELAC (Eng. Language Advisory Committee) families who do not have computer access in the home.

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Goal 2: Work closely with local SFPL Mission Branch Children's Librarian to promote literacy and support learning.

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Goal 2: Work closely with local SFPL Mission Branch Children's Librarian to promote literacy and support learning.

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Simple Ways Public and School Librarians Can Collaborate

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Simple Ways Public and School Librarians Can Collaborate

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SLJ Article

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Working Together: Simple Ways Public and School Librarians Can Collaborate

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Librarian Christina Keasler offers a few simple examples of ways public and school librarians can connect and collaborate this school year.

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Goal 1: Purchase 24 laptop computers for check out by students or families.

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Goal 1: Purchase 24 laptop computers for check out by students or families.

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Goal 2: Learn more about  BrainpPoP and Raz-Kids and invest in these tools to support instruction in many areas of curriculum as well as offer students and parents access to these resources at home.

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Goal 2: Learn more about  BrainpPoP and Raz-Kids and invest in these tools to support instruction in many areas of curriculum as well as offer students and parents access to these resources at home.

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California Library Media Teacher's Listserv

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Future Ready Librarians™ - Future Ready Schools

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An essential component to becoming Future Ready, is making a digital learning plan before purchasing technology. The Interactive Planning Dashboard offers districts a five-step collaborative planning process. Upon completion, districts have a complete digital learning implementation plan, full of research-based strategies, including stakeholder input, local context, and district team leadership responsibilities.

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Online guided reading program

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Goal 1: Partner with Curriculum Technology Integration Specialist in learning about, developing, and delivering a series of lessons for K-5 students using Google Suite tools.

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Goal 1: Partner with Curriculum Technology Integration Specialist in learning about, developing, and delivering a series of lessons for K-5 students using Google Suite tools.

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BrainPOP - Animated Educational Site for Kids - Science, Social Studies, English, Math, Arts & Music, Health, and Technology

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Resources in Finding Grant Opportunities

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Find the right grant for your school, library, or district.

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Possible funding source for acquiring digital resources for the library.

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Employee Engagement Programs

Giving back is not just a perk of working at Salesforce - it's part of our culture and a driving force behind why employees join the company. Here are the ways our employees give back:

Volunteering

Skills-Based Volunteering (Pro Bono)

Employee-Inspired Giving

Skills-Based Volunteering (Pro Bono)

Our pro bono program is designed to put two of our greatest assets, our technology and our employee talent, to work helping nonprofit organizations transform. Our pro bono volunteers help these organizations become more efficient and connected with cloud technology.

Employee-Inspired Volunteering

Salesforce employees get seven paid days of volunteer time off (VTO) each year. From volunteering at a school to building houses in remote parts of the world, Salesforce employees are encouraged to use their VTO to make the world a better place in whatever way they choose.

Employee-Inspired Giving

Current employees can log in to Volunteerforce for the full Employee-Inspired Giving policy and to request donations.

If you are a charitable organization which received a donation from our Employee-Inspired Giving Program and have additional questions, or would like more information about our program, please email us at [email protected]

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Employee Volunteering & Giving - Salesforce.org

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Giving back is not just a perk of working at Salesforce - it's part of our culture and a driving force behind why employees join the company. Here are the ways our employees give back: Volunteering Skills-Based Volunteering (Pro Bono) Employee-Inspired Giving Our pro bono program is designed to put two of our greatest assets, our technology and our employee talent, to work helping nonprofit organizations transform.

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Goal 1: Seek advice and guidance from more experienced bilingual librarians how to increase Spanish language collection as well as subscribe to Spanish language databases

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Goal 1: Seek advice and guidance from more experienced bilingual librarians how to increase Spanish language collection as well as subscribe to Spanish language databases

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Goal 2: Become more aware as to how to better provide digital access to students and families who do not have access to computers at home.

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Goal 2: Become more aware as to how to better provide digital access to students and families who do not have access to computers at home.

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Goal 3: Offer laptops for check out to students and families who do not have access to computers at home.

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Goal 3: Offer laptops for check out to students and families who do not have access to computers at home.

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SFUSD Library Media Teacher's Listserv

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California Library Media Teacher's Listserv

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Future Ready Librarians™ - Future Ready Schools

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An essential component to becoming Future Ready, is making a digital learning plan before purchasing technology. The Interactive Planning Dashboard offers districts a five-step collaborative planning process. Upon completion, districts have a complete digital learning implementation plan, full of research-based strategies, including stakeholder input, local context, and district team leadership responsibilities.

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6 Ways To Support Students Without Internet Access At Home
contributed by Maria Winters DiMarco

We've discussed five reasons to teach digital literacy in the classroom. In reading Paul's post, I couldn't help but to take a step back and think about the growing number of children around the country who barely have access to the digital world, if any at all.

While some students enjoy unlimited access to the internet and other digital technology, there are other students, just as capable and full of potential, who struggle to learn even the basics of computer use due to a lack of access.
Why Internet Access At Home Matters For Students
Our world heavily relies on Internet technology for everyday communication, education, and work. Over time, students without Internet access will face massive disadvantages, including:

Lack of basic research skills

Lack of networking skills

Inability or extreme difficulty in pursuing a degree in higher ed

Difficulty searching and applying for jobs

Insufficient qualifications for many jobs

Aside from the individual hurdles that students without internet access may face in their personal and professional lives as they grow older, this issue also seriously affects the country as a whole. A generation of youth with large discrepancies in their ability to utilize technology fluently sets the United States up to be much less competitive in relation to countries abroad in the long run.

Among the world's wealthiest countries, the United States has one of the lowest percentages of internet access. Furthermore, 90% of the countries that have a higher percentage of internet access than the United States also have better test scores. In addition to supporting long-term initiatives that provide Internet access for students everywhere, here are six ways to reach students who lack Internet access at home.
6 Ways To Support Students Without Internet Access At Home
1. Get Them Involved At School
When pairing students off to work in smaller groups, be sure to pair students who are tech savvy with students who are less familiar with computer use. Regularly incorporating computer work into classroom activities ensures that students get consistent access to the Internet, which is vital for maintaining skills and knowledge over time.
2. Encourage Parents To Take Advantage Of Community Resources
Compile a list of places that have free Wi-Fi and computer access in your community and make the list available to parents. Encourage them to visit these spots at night and on the weekends in order to provide their children with more exposure to technology. Many libraries host classes on how to use the internet and computers; let parents know when upcoming classes are available in your area.

Also, consider coffee shops and bookstores that offer it for free.
3. Start A Tech Study Hall During Or After School
Begin offering a free hour in the computer lab for students (and parents!) once a week to come in and learn different skills or work on homework. Have someone available to answer questions and troubleshoot issues.
4. Have Students Identify Resources Within Their Family
And then design assignments accordingly. Students may lack access at home, but often have relatives that have it. Design assignments so that they can fully take advantage of-and not feel defeated by-intermittent access.
5. 'Spin' Intermittent Access As A Normal Thing
Of course, most students know internet access is desirable, but help them understand that those with only intermittent access aren't social pariah. Only 56% of Mississippi homes have access. While that kind of inequality will be an issue long-term, don't make students feel like outcasts (any more than they already might). Spin it as a statistically normal thing.
6. Incorporate It Into Project-Based Learning
Unless there's a specific reason a home doesn't want access, help students attempt to address the problem on their own through project-based learning. Have them write grant proposals, solicit local businesses for donations, or otherwise gain access by their own problem-solving skills.

Is lack of Internet access a large problem for students in your school? How is your school addressing these issues?
Maria Winters DiMarco writes for in an effort to help promote awareness around the growing digital divide; image attribution flickr user SIP jaygoldman; 6 Ways To Support Students Without Internet Access At Home

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6 Ways To Support Students Without Internet Access At Home

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6 Ways To Support Students Without Internet Access At Home contributed by Maria Winters DiMarco We've discussed five reasons to teach digital literacy in the classroom . In reading Paul's post, I couldn't help but to take a step back and think about the growing number of children around the country who barely have access to the digital world, if any at all.

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The Role of the Librarian in the Digital Age

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The Role of the Librarian in the Digital Age

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Article

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Ready-access Digital Learning at Wilton Public Schools - ProQuest

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This is a short preview of the document. Your library or institution may give you access to the complete full text for this document in ProQuest.

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Partnering with Multilingual in acquiring the digital resources needed for a successful Spanish immersion program.

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Our Purpose as a Multilingual Pathways Department (MPD)is to provide a culturally and linguistically relevant education by engaging educators in professional development that empowers & serves the educational needs of linguistically diverse student populations.

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Possible funding source for acquiring digital resources for the library.

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Employee Engagement Programs

Giving back is not just a perk of working at Salesforce - it's part of our culture and a driving force behind why employees join the company. Here are the ways our employees give back:

Volunteering

Skills-Based Volunteering (Pro Bono)

Employee-Inspired Giving

Skills-Based Volunteering (Pro Bono)

Our pro bono program is designed to put two of our greatest assets, our technology and our employee talent, to work helping nonprofit organizations transform. Our pro bono volunteers help these organizations become more efficient and connected with cloud technology.

Employee-Inspired Volunteering

Salesforce employees get seven paid days of volunteer time off (VTO) each year. From volunteering at a school to building houses in remote parts of the world, Salesforce employees are encouraged to use their VTO to make the world a better place in whatever way they choose.

Employee-Inspired Giving

Current employees can log in to Volunteerforce for the full Employee-Inspired Giving policy and to request donations.

If you are a charitable organization which received a donation from our Employee-Inspired Giving Program and have additional questions, or would like more information about our program, please email us at [email protected]

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Employee Volunteering & Giving - Salesforce.org

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Giving back is not just a perk of working at Salesforce - it's part of our culture and a driving force behind why employees join the company. Here are the ways our employees give back: Volunteering Skills-Based Volunteering (Pro Bono) Employee-Inspired Giving Our pro bono program is designed to put two of our greatest assets, our technology and our employee talent, to work helping nonprofit organizations transform.

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Article

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Functionally, access involves the preservation, management, and discoverability of records. But information professionals know that access does not necessarily mean accessibility.

For community-based or other participatory archive models, digital technologies offer a way to meaningfully engage with materials. Yet what good is a digital archive if the community does not have internet available? How can an individual fully participate in using or shaping digital heritage resources if they do not have the computer skills, or even the computers? If the end goal of accessibility is to support community-facing, culturally responsive, and diverse collections, we must first address digital inequity.

Many of the tribal libraries that I visit in Arizona serve as "culture keepers" of language and records. This role is crucial, as most of the 194 indigenous languages in North America today, including many in the Southwest, are categorized as severely or critically endangered. There is urgent need for a community-wide, multipronged approach to language revitalization-including linguistic documentation, language learning, expanding domains of use, and increasing access through archiving and dissemination-and resources must be made accessible for a wide variety of user types and outputs.

The abundance of digital technologies makes this an exciting time for user-centered and participatory action. In the endangered language context, collections are not merely materials but spaces for cultural reclamation through engagement with the records. For languages to endure in today's increasingly online world, they must exist digitally, and preservation and access are critical first steps. But to create a space where all stakeholders can participate, libraries must take a comprehensive approach to digital inclusion. This means access to robust broadband service, internet-capable devices, and digital literacy skills.

Collections are not merely materials but spaces for cultural reclamation through engagement with the records.

A few years ago I worked as a consultant for a tribe that was starting a digital community language archive. With accessibility as a priority, we collaborated on a metadata schema that would meet the informational needs of users. I was taken aback, however, when I realized that many of the elders were not comfortable using spreadsheets because of limited experience with computers. I didn't realize that we needed to start by making sure individuals had the skills necessary to enter and review data. Engagement in language revitalization can look like a lot of things, and to achieve accessibility we need to think through the skills development trajectories necessary to do the work-such as how to use a flatbed scanner, post a video of a conversation between two speakers to YouTube, or make language data machine readable.

The same tribal populations facing rapid language loss are disproportionately affected by the broadband divide. About 10% of Americans lack access to the FCC's service standard of 25 Mbps/3 Mbps, and this disparity increases to 41% for those living on tribal lands. Tribal libraries often pick up the slack in providing broadband access for the community, but they are less equipped than mainstream public libraries to deliver quality internet service. National efforts to remove barriers and increase E-Rate participation for tribal schools and libraries, such as the Tribal Connect Act, are a welcome start.

It's no surprise that resource and financial capacity are major stressors for tribal libraries, and many librarians on the ground face the same barriers as their patrons, such as limited technical skills. If libraries are to be the spaces for digital preservation and community-based language work, we need strategic solutions to increase both the literal and figurative bandwidth needed for true digital inclusion.

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What Is Access without Equity? | American Libraries Magazine

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Functionally, access involves the preservation, management, and discoverability of records. But information professionals know that access does not necessarily mean accessibility. For community-based or other participatory archive models, digital technologies offer a way to meaningfully engage with materials. Yet what good is a digital archive if the community does not have internet available?

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Encyclopedia Britannica in Spanish to be used with all levels of Spanish Immersion program

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Bienvenido a Britannica Escolar , un recurso informativo para la educación primaria y secundaria que es seguro, actualizado y apropiado para cada nivel educativo.

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To be used with upper grade Spanish Immersion classes

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Goal 2: Increase number of lessons involving Google Suite tools so as to enable students to create digital products tied to their learning.

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Goal 2: Increase number of lessons involving Google Suite tools so as to enable students to create digital products tied to their learning.

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Goal 1: Learn how to develop lessons that incorporate varied digital resources.

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Goal 1: Learn how to develop lessons that incorporate varied digital resources.

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Goal 2: Learn how to better use Destiny and deliver professional development at my site on the use of Destiny Discover for both students and staff

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Goal 2: Learn how to better use Destiny and deliver professional development at my site on the use of Destiny Discover for both students and staff

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Follett software used for our online catalog

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Goal 3: Develop more of a growth mindset and learn how to be more confident as a public speaker and as a school site leader.

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Goal 3: Develop more of a growth mindset and learn how to be more confident as a public speaker and as a school site leader.

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Believing you can improve

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The power of believing that you can improve

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Carol Dweck researches “growth mindset” — the idea that we can grow our brain’s capacity to learn and to solve problems. In this talk, she describes two ways to think about a problem that’s slightly too hard for you to solve. Are you not smart enough to solve it … or have you just not solved it yet? A great introduction to this influential field.

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Developing a Growth Mindset with Carol Dweck

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Five tips for better faculty-librarian Communication and Collaboration

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Five tips for better faculty-librarian Communication and Collaboration

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Five tips for better faculty-librarian communication and collaboration

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The years ahead for academic institutions and their libraries are likely to be even more turbulent and uncertain than today. As the future of teaching, learning, and research becomes more nuanced and complex, librarians are better off being perceived as part of the solution, not as part of the problem.

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Begin the year with series of digital workshops

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California Library Media Teacher's Listserv

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SFUSD Library Media Teacher's Listserv

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Future Ready Librarians (FRL) is kicking off its 2018 series of webinars with panelists Elissa Malespina and Joyce Valenza who will take a deep dive into the "curriculum, instruction, and assessment" gear from the Future Ready Schools® (FRS) framework as it relates to the FRL strategy of curating digital tools and resources.

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Future Ready Librarians: Building Instructional Partnerships

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Goal 3: Learn about and curate 2 digital tools for assessment of instruction (in the classroom and in the library) Kahoot & Quizizz

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Goal 3: Learn about and curate 2 digital tools for assessment of instruction (in the classroom and in the library) Kahoot & Quizizz

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Content Curation and the School Librarian

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Content Curation and the School Librarian

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ALA article

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The Lead 3.0 Symposium is a collaborative effort of the Association of California School Administrators (ACSA), CUE, Technology Information Center for Administrative Leadership (TICAL). It is truly "for administrators, by administrators." Three organizations, one mission - Educational Leadership for the 21st century.

Close to 400 leaders attended the event in 2017, drawing from locations as far-flung as Arkansas, Australia and China. The two-and-a-half day symposium features keynote presentations, concurrent sessions and several pre-conference workshops and seminars.

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The Lead 3.0 Symposium is a collaborative effort of the Association of California School Administrators (ACSA), CUE, Technology Information Center for Administrative Leadership (TICAL). It is truly "for administrators, by administrators." Three organizations, one mission - Educational Leadership for the 21st century.

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At the SFUSD Department of Technology (DoT) we are transforming SFUSD into a digital district to prepare all students for college & career success in the 21st century. By leveraging powerful and innovative uses of technology, SFUSD will transform into digital district to realize Vision 2025 and prepare every student, in every school for college and career readiness in the 21st century.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Tips about Innovation in the Library Learning Commons

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Tips about Innovation in the Library Learning Commons

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Prof. Loertscher's website

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One of the challenges of a LLC is to be visible across the school rather than invisible. The first step to raising the visibility of the LLC is to survey the staff and students on their awareness of the LLC's resources and the frequency in which they have used them. One simple test of visibility is to send an outsider into the lunch room to sit at various tables at random and say something like: "Hello! I am a visitor in school today. Can you tell me about the library in your school?" Were the students puzzled with blank stares or enthusiastic about something going on there? Another good question is to ask them if their teachers ever take them to the LLC to work on a project. One would hope that several experiences would be willingly shared. Of course, a simple Google Form asking such questions could be circulated across the school for additional information.

One way of becoming very visible is for the LLC to be known as a place of experimentation and creation, where a center of experimental professional development where ideas are being tested. One positive sign would be a recognition or question about what's new and what's happening in the LLC today. Do both students and teachers exhibit curiosity in this regard? If so, the professional staff of the LLC would then know that they are moving toward the cutting edge of their role in the school.

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One of the challenges of a LLC is to be visible across the school rather than invisible. The first step to raising the visibility of the LLC is to survey the staff and students on their awareness of the LLC's resources and the frequency in which they have used them.

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Tips about technology in the Library Learning Commons

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Tips about technology in the Library Learning Commons

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Prof. Loertscher's website

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Technology has fueled many of the "cutting edge" changes in the role of the LLC professional as described through the entirety of the LIIIITES model guide. The new literacies including media, information, digital as well as real-world, global connections represent instructional opportunities unearthed as a result of new technologies.

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A cache of Maker space resources!

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Renovated Learning is a place where I help educators who are tired of the status quo and who want to infuse creativity into their schools.

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Laura Tarango,

Children’s Services Manager,

Mission Branch library:

laura.tarango@sfpl.org

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san francisco library books articles databases

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The website of the San Francisco Public Library.

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Article from DEMCO

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Have you imagined the possibilities of collaborating with other libraries to better serve your customers and achieve your goals?

Collaboration has become the buzzword of the day, and it's an important way to achieve results in an era of reduced funding and scarce resources. While this is true in numerous areas of education, commerce and industry, it's become particularly important for today's libraries - regardless of type, size or geography. Much of the encouraged collaboration invokes pursuing other community organizations or other departments within the library organization or educational institution, but collaborating with other libraries is where great treasures can be found. With a shared sense of purpose, at least on some level, it makes sense that libraries find ways to better leverage the commonalities and resources that
they share.

Library co-ops and consortiums have long been utilized to leverage purchasing power particularly for electronic resources, databases and basic library needs. Today's more collaborative efforts take this resource sharing one step further by increasing the benefits to all libraries involved - allowing them to go beyond what each could accomplish on their own. Inherent in the process are common, as well as new goals, plus a planning process that includes development of joint strategies and ways to measure the venture's success. In addition, mutual risk and resources are shared or jointly contracted.

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Share. Grow. Serve. The Power of Library Collaborations - Ideas & Inspiration from Demco

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Library co-ops and consortiums have long been utilized to leverage purchasing power particularly for electronic resources, databases and basic library needs. Today's more collaborative efforts take this resource sharing one step further by increasing the benefits to all libraries involved - allowing them to go beyond what each could accomplish on their own.

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Library Privacy Guidelines for Students in K-12 Schools

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Library Privacy Guidelines for Students in K-12 Schools

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Article from ALA

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Libraries face a number of challenges in protecting the privacy of users, especially students in elementary, middle, and high schools. School libraries offer print, media, and online content to meet students' educational and research needs as well as to nurture their intellectual curiosity and development. Students' use of library resources is also incorporated into classroom activities, learning outcomes, and assessment.

School libraries typically are integrated into their district's administrative and technology infrastructures. Depending on district administration and outside cooperative technology or vendor agreements, school libraries have greater or lesser degrees of autonomy. A lack of autonomy may make it difficult for librarians to implement policies and procedures to protect student privacy in regard to the use of library systems, applications, and collections. In addition, state and federal laws regarding library records, educational records (e.g., the Family Educational Rights and Privacy Act (FERPA), and the online activities of minors (e.g., the Child Online Privacy Protection Act (COPPA) have both positive and negative impacts on the privacy rights of students. For example, FERPA defines explicit rights to privacy for students and minors but at the same time grants schools and parents access to, and oversight over, student records that weakens these privacy rights.

ALA issues these guidelines to provide school libraries with information about appropriate data management and security practices in respect to student use of library collections and resources in order to strengthen student privacy protections.
Why Privacy Is Important
Protecting user privacy and confidentiality has long been an integral part of the intellectual freedom mission of libraries. The right to free inquiry as assured by the First Amendment depends upon the ability to read and access information free from scrutiny by the government or other third parties. In their provision of services to library users, librarians have an ethical obligation, expressed in the ALA Code of Ethics, to preserve users' right to privacy. Librarians and libraries may also have a statutory or regulatory obligation to protect library users' personally identifiable information and data from unauthorized disclosure and use.

Students' and minors' First Amendment rights to free inquiry and privacy must be balanced against both the educational needs of the school and the rights of the parents. As students and minors mature, it is increasingly important that they are provided with opportunities to exercise their curiosity and develop their intellect free from the chilling effects of surveillance by educators, peers, parents, or commercial interests. As students begin to participate more fully in the online world, they must develop an appreciation for their own privacy and a corresponding respect for the privacy of others.
Clear Privacy Policies
It is important for libraries to develop privacy policies for student use of library resources that are adopted by both the library and the school's policy-making body. Students should be notified about library privacy policies when borrowing materials or accessing resources for the first time and as appropriate when there is a change in services, policies, or access. Library privacy policies should be made easily available and understandable to students in an age-appropriate manner. Safeguarding user privacy requires that staff keep all in-library use and reference questions confidential and assure that there is no monitoring by staff or peers of what students are reading, viewing, or researching while in the library.
Audit
School librarians should conduct privacy audits to determine the current threats to student privacy and what protections are already in place. The audit should cover the library management system; computer and network use in the library; eBooks and other online content; interactive Web tools; social media; and other technologies such as scanners/photocopiers and surveillance cameras. The results of the audit can be used to help create or revise privacy policies.
Collection and Retention of User Data
Libraries should limit the amount of personal information collected about students. Libraries should collect the minimum amount of personal information required to provide a service or meet a specific operational need. Libraries should not build services or resources using sensitive personally identifiable information that, if leaked or accessed by an unauthorized party, could prove detrimental to the user's privacy.

Personally identifiable information should not be retained in perpetuity. The library should establish record retention policies specifying how long to retain different types of data and specifying methods for securely destroying data that is no longer needed. Retention policies should also cover archival copies and backups.
Encryption
The use of data encryption helps enhance privacy protection. All online transactions between client applications (staff desktop clients, web browsers, mobile apps, etc.) and server applications should be encrypted. Client applications that do not support encryption (such as staff desktop clients) should employ virtual private network (VPN) technologies. In addition, any personally identifiable information and student data housed by the library or school off-site (cloud-based infrastructure, tape backups, etc.) should use encrypted storage.
Data Sharing
Library privacy policies should define when school library records can be shared (and under what conditions) with parents or guardians, school staff and teachers, and third-parties such as online service providers.

Federal laws such as FERPA and COPPA as well as state laws concerning the confidentiality of library and student records may impact if and how data is shared. Because of the broad leeway FERPA gives schools in using student data for internal educational purposes, librarians need to clearly distinguish among library records, educational records, and administrative records in order to provide explicit privacy rights in accordance with professional ethical obligations.

Agreements between school libraries and online service providers should address appropriate restrictions on the use, aggregation, retention, and dissemination of students' personally identifiable information. Agreements between libraries and service providers should also specify that libraries retain ownership of all data and that the service providers agree to observe the library's privacy policies, data retention policy, and security policies. In the event of a data breach, users whose data was compromised should be informed promptly (in the case of minors, the parents or guardians should be informed).

Many service providers have signed the Student Privacy Pledge which indicates a commitment to work in an ongoing fashion to meet and exceed all federal requirements to protect student data. Librarians should make participation in the Student Privacy Pledge a criterion when making purchasing decisions.

In addition, many states are passing legislation that restricts the collection and use of students' data by service providers (e.g. California's Student Online Personal Information Protection Act - SOPIPA). Librarians should only contract with service providers that comply with applicable state laws.
Educational Technology Systems
Primary and secondary schools are adopting learning management systems and other technologies that enable educators to monitor student reading habits (e.g. did the student access/read the assigned eBook or online text?) As a result, school districts are co-opting librarians into surveillance regimes by adopting these types of technologies. Librarians need to advocate for protecting student library use in an age of ubiquitous data logging and surveillance technologies, including learning management systems.
Digital Literacy & Advocacy
School librarians have a responsibility to teach students about their privacy rights, practices they can use to protect themselves, ethical behavior online, and respect for the privacy of others. In addition to educating students, school librarians should become advocates for protecting student privacy and intellectual freedom in the larger school environment. Often school librarians are focused only on user privacy within the library to the detriment of larger privacy issues in their school and district context. Because of their professional training and ethical commitment, librarians are well-equipped to be privacy advocates outside of the school library.
[The Library Privacy Checklist for Students in K-12 Schools is intended to help libraries of all capacities take practical steps to implement the principles that are laid out in this guideline.] Additional Resources Approved April 2, 2016 by the Intellectual Freedom Committee of the American Library Association

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Library Privacy Guidelines for Students in K-12 Schools

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Introduction Libraries face a number of challenges in protecting the privacy of users, especially students in elementary, middle, and high schools. School libraries offer print, media, and online content to meet students' educational and research needs as well as to nurture their intellectual curiosity and development.

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Common Sense Education Launches K-12 Edtech Privacy Evaluation Platform

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Common Sense Education Launches K-12 Edtech Privacy Evaluation Platform

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Working with School Districts and over 70 Schools Nationwide, Common Sense Releases New Resource for Educators to Find Accurate and Up-to-Date Evaluations of Privacy and Security Practices of EdTech Applications

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San Francisco - Common Sense Education, in collaboration with over 70 schools and districts nationwide, launched its K-12 Edtech Privacy Evaluation Platform to support educators in their effort to make informed decisions about the educational software being used on campuses throughout the country. With schools and districts struggling to manage the challenge of evaluating the privacy and security practices of thousands of educational technology products on the market, Common Sense convened stakeholders to develop a platform that provides accurate and up-to-date evaluations of the security practices of the most commonly used edtech apps. The robust set of resources is available at https://privacy.graphite.org.

"Evaluating the privacy and security practices of educational software is a daunting task for most schools and districts, but it doesn't have to be," said James P. Steyer, founder and CEO of Common Sense. "By working together with educators, Common Sense has developed a comprehensive, centralized, and free resource to help an education community that is spread out across the country learn from each other and make more informed decisions about protecting student privacy."

The robust set of resources for educators includes real use experiences provided by schools and districts as well as an analysis of the strengths and potential risks of each application. The evaluation process consists of four steps:

Transparency evaluation: Identify the thoroughness of the policy.

Qualitative evaluation: Clarify strengths and potential weaknesses in the policy.

Summary evaluation: Based on the qualitative evaluation, organize strengths and potential risks into four criteria: safety, privacy, security, and compliance.

App evaluation: A high-level summary of the strengths and potential risks of an application.

The Common Sense K-12 Edtech Privacy Evaluation Platform was born out of an initiative that began in 2014 when a group of school districts, including Fairfax County Public Schools (Virginia) and Houston Independent School District, approached Common Sense to address the complex and varied privacy policies of technology used in K-12 classrooms. Today, with the involvement of over 70 schools and districts, the great work on the initiative has resulted in a platform that seeks not only to evaluate edtech but also to work with the K-12 educational software industry to simplify and standardize privacy policies.

Carl Sjogreen, co-founder of Seesaw, a K-12 digital portfolio platform, said, "We care deeply about student privacy, both as a company and as parents ourselves. Our company takes privacy considerations into account from the first day we start working on a new feature, and we strive to communicate our privacy policies clearly. Having a consistent set of industry privacy guidelines and a way to demonstrate our privacy commitments will make it easier for us and all edtech developers to build student privacy into the core of their products."

A recent Fordham Law School report found that 95 percent of districts rely on cloud services for a diverse range of functions including data mining related to student performance, support for classroom activities, student guidance, data hosting, and special services such as cafeteria payments and transportation planning. According to the study, districts frequently surrender control of student information when using cloud services, as fewer than 25 percent of the agreements specify the purpose of disclosures of student information, fewer than 7 percent of the contracts restrict the sale or marketing of student information by vendors, and many agreements allow vendors to change the terms without notice.

"It is a challenge for educators to keep up with all of the new and exciting digital tools being developed for the classroom," said L. Beatriz Arnillas, director of IT and education technology for Houston Independent School District. "The privacy evaluation tool is going to help us make quicker and more informed decisions, and, equally as important, it provides one central, collaborative platform for educators everywhere to share information so we are not duplicating efforts when it comes to analyzing the best approaches to protecting student privacy."

"The expertise of our partner districts, and their day-to-day experience evaluating software and working with vendors, grounds this work in the realities faced by students and teachers using technology," said Bill Fitzgerald, director of the Common Sense Privacy Evaluation Initiative. "We are working together to create accessible and straightforward criteria that district leaders, teachers, students, parents, and vendors can readily understand."

Common Sense Education undertook this privacy initiative with the funding support of the Michael & Susan Dell Foundation and the Bill & Melinda Gates Foundation.

More information about the K-12 Edtech Privacy Evaluation Platform and how to get involved can be found here and a list of participating districts and schools can be found here.

About Common Sense Education

Common Sense Education provides teachers and schools with free research-based classroom tools to help students harness technology for learning and life. Our K-12 Digital Citizenship Curriculum and interactive games teach students how to make safe, smart, and ethical decisions in the digital world. Our educational ratings and reviews platform helps educators discover, use, and share high-quality digital products that propel student learning. Common Sense Education works with more than 300,000 member teachers in over 100,000 schools to help ensure all children have the opportunity to thrive in the 21st century.

Common Sense is the nation's leading nonprofit organization dedicated to helping families and educators thrive in a world of media and technology. To see all of Common Sense's education resources, visit/educators.

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Common Sense Education Launches K-12 Edtech Privacy Evaluation Platform | Common Sense Media

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San Francisco - Common Sense Education, in collaboration with over 70 schools and districts nationwide, launched its K-12 Edtech Privacy Evaluation Platform to support educators in their effort to make informed decisions about the educational software being used on campuses throughout the country.

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Possible funding source for acquiring digital resources for the library.

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DonorsChoose.org: Support a classroom. Build a future.

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DonorsChoose.org connects teachers in high-need communities with donors who want to help.

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My friend Jennifer LaGarde (@jenniferlagarde) recently introduced me, and our Young Adults Reading and Literacy students at Rutgers, to the idea of Book Bentos. Highly visual, creative and interactive the book bento strategy invites book lovers to create, hyperlink and share book titles in an artfully arranged interactive collage.

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Talk with classroom teachers so as to connect Google Suite lessons with classroom curriculum.