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Things are changing. For starters, ebooks, apps, and the web are now a part of your students' daily lives. So how do you determine the best way to turn your library space into a learning center that's right for today's rapidly changing digital world? Take it from me, a longtime designer of school libraries, it's not easy.

I've discovered that the things I used to labor over just five year ago don't seem as important anymore. For instance, I really don't worry about how many books you currently have, your space's measurements, what wood finish to use, how many students are in each class, or even where the circulation desk should go. They've been replaced by more urgent questions. Questions such as, what are the tools and resources your students will need, what are your school's learning goals, and how can they be woven into your library?

I'd love to say that I know how to create the perfect school library, one that'll serve you and your students for years to come. But the truth is, no one-size-fits-all model exists. The bottom line is that you'll have to assess your curriculum and your district resources to discover what will work best for your students. But there are things I can suggest to move you closer to creating the best space for your students. Here are five design considerations that you shouldn't overlook when planning your dream school library.

Many librarians-even those in brand-new media centers-are forced into using stagnant teaching methods because their libraries don't have flexible instructional spaces. Don't let that happen to your library.

Students need to learn how to formulate meaningful questions, appreciate multiple viewpoints, and use a wide variety of resources in their research. Plus, 21st-century learners need to demonstrate their understandings in new ways, such as producing their own videos or multimedia presentations. That's why every school library needs a flexible learning space that supports multiple learning and teaching styles-not one that only accommodates lectures. Not one that assumes you'll never switch to smaller, wireless technology. Not one that's furnished with heavy, immovable tables and chairs or, worse yet, built-in workstations.

Learning models are changing, and school libraries need to take the lead. In many schools, collaborative and project-based learning are popular, as well as peer-to-peer tutoring and one-on-one learning. Classrooms are moving away from a "front of the room" mentality and adapting to students' learning styles. Libraries need to embrace the same logic and change to reflect the way students prefer to learn. Flexibility is vital; traditional library furniture can be cumbersome and make multiple seating configurations impossible.

Interactive whiteboards, such as the SMART Board 600i, ActivBoard 500 Pro, and eBeam Engage, are just some of the exciting new learning tools librarians are incorporating into their lessons. These new devices let users share information on their laptop screens with teachers and other students, and they're perfect for student presentations, seminars, distance learning, exploring websites, performances, and, yes, even reviewing lectures. Educators can use interactive whiteboards to make content available to students to review who need additional time or were absent.

When planning a school library, be sure to communicate often and passionately about the librarian's role as a collaborative educator. Those conversations, coupled with an awareness of learning styles and new technology tools, are bound to spark innovative ideas for interactive learning spaces.

It's time to stop warehousing books and start merchandising them. Take a tip from Barnes & Noble. Make your books and magazines more attractive (and more visible!) to students by taking advantage of displays, mobile fixtures, signage, and lighting.

Instead of focusing on how many shelves you need, think about how the print collection can enhance your digital resources. Printed books are still an essential tool, especially for beginning readers. And traditional books are a valuable resource that can enrich any student's learning experience, particularly in subjects like language arts, social studies, art, and history. In fact, print materials remain a fundamental library resource, especially in schools that don't have a computer for every student.

And while you're breathing new life into your print collection, don't shy away from ebooks and digital reading devices. After all, which reading format do you think most digital natives crave? A print book that's stored in an 84-inch-high stack (classified according to Melvil Dewey's 1876 system) and requires a step stool to reach? Or an ebook that can be downloaded onto a Kindle, Nook, or Sony Reader in less time than it takes to find a step stool? By the way, there's now another ereader alternative- Ectaco's jetBook, designed especially for K-12 schools.

Don't cut corners by underpowering your library. A few wall sockets scattered around the room just won't cut it anymore. Media centers should be tech central, and users need power to support their ever-growing arsenal of electronic devices. Remember to plan ahead, because there's no turning back. Once the cement floor is poured, your electrical plan is set in, well, concrete.

Limited outlets will also control how a space is used in the future. I've visited numerous new libraries where students can only conveniently use computers in one small area of the room. Laptops and handheld devices, visual and audio tools, printers, interactive whiteboards, and multimedia equipment are evolving at an incredibly quick pace-but sooner or later, most of them will need to be recharged. So give your students and staff a break and buy some eight-outlet power sources (like the Smith System I-O Post) that can sit, within arm's reach, in the center of a configuration of tables or among lounge chairs.

It's also unwise to scrimp on window treatments. New school libraries are awash in natural sunlight, which is a wonderful way to reduce the need for artificial lighting. Natural light truly adds beauty to the immediate environment, enhances learning, and creates an exquisite space for studying. Unfortunately, direct sunlight can also be blinding, wash out computer monitors and screens, and put a strain on your school's heating and air-conditioning systems. To manage sunlight throughout the day, you might want to consider using Hunter Douglas's Sun Louvers, which are a dramatic way to filter light, or consider using traditional shades and blinds.

You'll also want to get in touch with your IT department and school administrators as soon as possible, to explore the best way to incorporate a secure, wireless network or even better a private cloud network into your new space. Take time to listen to their concerns and to establish appropriate-use guidelines but don't hesitate to push for technology that will expand student access and learning.

A final word of caution: your new library space will fight you every workday if you don't actively take part in planning its infrastructure. Although that may not sound glamorous, trust me-the rewards are well worth the effort.

You know those drop-dead gorgeous spaces that grace the pages of interior design and architectural magazines? Well, that's not necessarily the look you should be aiming for. A school library isn't just an aesthetic statement; it has to be hardworking as well. Guests may walk in and gasp, "Wow, this is beautiful!" But you have to ensure that it's also an energetic, inviting space packed with students who are busy gathering information and exchanging ideas.

And am I the only person who has a problem with high school " Starbucks " libraries-the ones with a coffee bar, café tables, and scores of lounge chairs? Students hang out there with their friends-before and after classes and during lunch break-to check email, tweet, flip through magazines, play cards, and drink coffee. Granted, it's very cool and very social, but how exactly does it prepare students to succeed in college?

These plush, cool environments are often the result of an interior designer who doesn't understand the educational role of a school library or confuses your space with a public library's. Some credit can also go to librarians who can't resist these pristine spaces. After spending years in an overcrowded room with uncomfortable seating, old, beat-up end panels, tables with cracked laminate, and a circulation desk that's turned into a storage ledge for everything from printers to book displays, some librarians have simply gone too far the other way.

As attractive as these new spaces can be, they will be undervalued over time. Even at home, a pristine living room isn't used for studying; it's a nice spot to sit in and entertain guests. When people want to study or create something or chat, they head for the kitchen. People use the kitchen table to spread out their work, to be close to others, to watch TV, or to see what their siblings are doing. In the kitchen, you can drink a beverage without fear of spilling it on a thousand-dollar chair. The same applies to a school library. It's a working environment; it should have a lot of "appliances" and space to do research, make stuff, and consume a "big information meal." Now, that's not to say your library can't be one of the most attractive spaces in the school. I've been in a lot of wonderful "kitchens" that are both hard-working and beautiful.

I'm also not implying that school libraries shouldn't have comfortable lounge seating. A library should have appropriate seating to support students in all of their learning endeavors. If your library has space for lounge chairs, then include tablet arms on them so your students can use them to multitask.

Start planning your library by listing and prioritizing important activities and desired student outcomes, and be able to clearly articulate the culture you want people to see when they walk into your library. Whatever you do, don't let the furniture become the main topic of conversation or dictate the space's culture.

With almost every waking minute immersed in technology, it's even more important to consider how to stimulate students' other senses. Whether or not you agree with child-advocate Richard Louv's (Algonquin, 2005), which argues that contemporary children are increasingly cut off from nature, it's obvious that today's young people don't spend as much time outdoors as previous generations. That's one good reason to create an outdoor reading patio for your school library.

Space in libraries is a limited commodity. Creating a secure environment outdoors for students to gather, read, perform, or just relax in expands your space significantly. And no, this outdoor space won't be available every day, but the days it can be used will be extremely special. People develop fond memories of class periods spent outdoors in the sunshine, so why not library periods as well? It's an easy way to relieve eyestrain by looking up and around at nature. Include this possibility when planning your school library both for practical and aesthetic reasons.

Natural sunlight already pours into new libraries with good window treatments, and a wall of windows can frame trees, green plants, and blue sky. Whether you create a reading patio or not, encourage your architects to attractively landscape the area adjacent to your wall of windows, and then reserve the floor space directly in front of the windows for students-not shelving. They'll enjoy the sunlight, the view, and watching the change of seasons; the experience will enrich their learning.

Color and texture are another way to add sensory excitement to your library. The walls, floor, and ceiling all offer surfaces for bright colors, murals, and artwork. Besides adding some pizzazz, these elements can visually unite different areas in your library or highlight a particular area. Beige, white, and nondescript carpeting have had a monopoly in school libraries for far too long.

End panels with built-in shadow boxes can add more visual interest to the space, or they can become a canvas for creative images. And finally, bold signage, graphic icons, and unique fixtures, props, and lighting can all contribute to making your library a place that students will want to explore with their minds and their senses.

If all of these recommendations are a little overwhelming, I can empathize. Change can be scary-but embrace it. It's crucial to recognize where changes can be made to improve students' learning experiences. Don't wait too long to consider your library's future-or your students will leave you behind.

Seven resources to inspire you

Bauerlien, Mark. The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (Or, Don't Trust Anyone Under 30). Tarcher, 2008.
After reflecting on numerous research studies and humorous anecdotes, Emory University Professor Mark Bauerlien arrives at an uncomical conclusion: we've produced a generation of students who are extremely ill-prepared for college.

Johnson, Spencer. Who Moved My Cheese? An Amazing Way to Deal with Change in Your Work and in Your Life. G. P. Putnam's Sons, 1998.
A quick read, this simple fabfle provides thought-provoking insight into how people deal (or don't deal) with change. It's one of my go-to books.

Louv, Richard. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder . Algonquin, 2005.
Journalist Louv uses a broad range of studies to show that kids need to spend more time in the great outdoors-and the importance of nature in children's physical and emotional development.

Nair, Prakash, Randall Fielding, and Jeffery Lackney. The Language of School Design: Design Patterns for 21st Century Schools. Designshare, second edition 2005.
If you're planning a new school, get this excellent reference book that combines learning research with innovative design to create some great spaces for kids.

Palfrey, John and Urs Gasser. Born Digital: Understanding the First Generation of Digital Natives. Basic Books, 2008.
The erudite authors offer an insightful sociological portrait of a younger generation that's sophisticated in the use of media while, at the same time, often innocent and reckless. This is a fascinating look at the generation that will shape the future.

Ravitch, Diane. The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. Basic Books, 2010.
The former United States assistant secretary of education provides bold commentary on educational reform, its failure to improve education, and what should be done.

Siddiqi, Anooradha Iyer. The L!BRARY Book: Design Collaborations in the Public Schools. Princeton Architectural Press, 2010.
With terrific text and stunning images, the author documents a joint effort of the Robin Hood Foundation and the New York City Board of Education to re-imagine the school library and combat poverty through leading-edge design and top-notch instruction.

Margaret Sullivan (margarets@smith system.com) is Smith System's library marketing and sales manager.

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Divine Design: How to create the 21st-century school library of your dreams

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Things are changing. For starters, ebooks, apps, and the web are now a part of your students' daily lives. So how do you determine the best way to turn your library space into a learning center that's right for today's rapidly changing digital world?

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These additional resources provide a wide range of tips, tools, strategies and lessons for K-12 educators, administrators, students and family members to promote safe, respectful and inclusive learning environments.

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Tinker with circuits, meet live snakes, and express your inner-builder! These free, drop-in programs will run through th e end of the school year:

Mission Science Workshop wants to bring California's most underserved youth the best teacher. That teacher is curiosity. Our method is science.

We believe that through experiments, tinkering, and construction activities children and youth will gain the confidence to grow academically, as they also develop a genuine interest in the world around them.

SF neighborhood science centers offer programs to 11,000 underserved students and their families throughout the year, and offer 1,400 workshops annually with 41 public schools and dozens of community partner groups.

Dan Sudran, director and founder of the Mission Science Workshop in San Francisco tries to inspire kids with science. Here he talks about the guiding educational philosophy of the organization with Spencer Michels of the PBS News Hour.

Program attendees can take home a tadpole. Grow your own frogs!

MSW's two bilingual community science centers in San Francisco provide hands-on science to youth from low-income households, their schools, and families.

MSW's mission is to provide hands-on science activities to help children from low-income communities gain confidence and grow academically, while also developing a genuine interest in the world around them. For 28 years, we have partnered with Title 1 public schools, community-based organizations, and individuals to provide programs that empower students and enrich their lives through engaging science education. We currently serve 41 public schools and annually impact approximately 12,000 individual students and their families.

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Tinker with circuits, meet live snakes, and express your inner-builder! These free, drop-in programs will run through th e end of the school year: Mission Science Workshop wants to bring California's most underserved youth the best teacher. That teacher is curiosity. Our method is science.

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A non-profit creative reuse center, materials depot, and workshop space in San Francisco.

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Author:By Shannon McClintock Miller and William Bass, description: Leading from the Library (LEDLIB), Category: Paperback Books, Length:

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Invests strategically in digital resources

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Invests strategically in digital resources

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The "must-have" products for next fall

Yes, "best of" lists typically run at the end of the calendar year. But for me-and many other school librarians-the "year" ends in June. So for this column, I've considered products reviewed from 2007 to the present. Not only has this allowed me to add a couple of recent resources, but I've also had more time to observe how my colleagues and students have adopted and used some of these products.

With both schools and public libraries developing budgets over the next couple of months, now is the ideal time to think about adding new digital content. Here (in alphabetical order, of course) are the "must-haves" for your consideration. Consult the original reviews for details, pricing, and contact information.

Art Museum Image Gallery - H. W. Wilson

Many elementary school teachers are often overwhelmed when it comes to locating resources for lesson plans. That's one reason why Wilson's Art Museum Image Gallery is such a wonderful addition. With over 155,000 images dating from 3000 B.C.E. to the 20th century, any teacher can quickly locate images to reinforce instruction, provide content for lesson plans, or extend special programs. Best of all, these images are cleared for educational use and come with bibliographic records. Students can examine famous works, discover artists, and learn art techniques. Art Museum Image Gallery brings art to thousands who may never visit a world-renowned museum. (Reviewed June 2007, p. 77)

Atomic Learning - Atomic Learning, Inc.

It can sometimes be difficult to keep up with all the demands placed on librarians to provide training, staff development, and information on the latest gadgets and software. Atomic Learning, an online database with over 25,000 software training movies and more than 500 tutorials, teaches how to use just about every technology application and software, from Microsoft Word to FileMaker Pro. Directly linked to state and ISTE standards, this resource provides both reluctant technology users, as well as those on the cutting edge, the opportunity to try new programs without fear of failure. (Reviewed January 2008, p. 76)

BookFlix - Scholastic

There's nothing more heartbreaking than telling elementary teachers that they no longer have access to a favorite program. That happened last fall, when after one week of reviewing this product, my teachers (and their students) were hooked. pairs classic Weston Wood videos with relevant nonfiction ebooks from Scholastic. Aside from being a favorite program of many students, BookFlix provides reinforcement in reading. Connect a computer to an LCD projector or a large-screen television, and bring BookFlix to the entire classroom ("big books" in high-tech format). Students can also use the program individually at school or at home with their parents. (Reviewed October 2007, p. 81)

Cosmeo - Discovery Education

OK, I know this isn't a database for library or classroom use, but is definitely a program to share with students, teachers, and parents. With over 30,000 video clips, 15,000 images, hundreds of teacher-selected Web sites, an online encyclopedia, and 40,000 math problem solvers and tutorials for students in grades K-12, Cosmeo provides a wealth of homework support. Because this program supplies links to state and national standards, parents can locate the instructional objectives for their child's grade level and subject. I'm still energized when I find resources for my fourth grader while engaging my high school senior with materials to better understand trigonometry. (Reviewed July 2007, p. 64)

Daily Life America - Greenwood Press

Regardless of the vast print resources your library has on American history, culture, food, or traditions, it's never enough. That's where Daily Life America steps in. With over 100 of Greenwood's current single and multivolume reference works focusing on the lives of ordinary people, from pre-Columbian times to the present, Daily Life America provides material often missing from many school libraries. It's definitely a favorite among classroom teachers and students. And because this database has such potential within many curriculum areas while providing unique resources for a wide range of students, Daily Life America deserves serious consideration. (Reviewed December 2007, p. 75)

Graphic Novels Core Collection - H. W. Wilson

Although graphic novels are now a mainstay for many of our reluctant readers, it seems that school librarians are still reluctant to embrace these books. But thanks to Wilson's Graphic Novels Core Collection, we can now select the best in graphic novels for students in grades K-12 with confidence. This product provides such unique content that once you've used it, you'll find yourself going back to check for those graphic novels you saw advertised or on the bookstore's shelves. From that point on, don't be surprised to find that your "quick look" at Graphic Novels Core Collection ends up lasting half an hour or more-it's that engaging. (Reviewed March 2008, p. 93)

Opposing Viewpoints - Gale

When asked to suggest a resource for a controversial topic, speech, or debate, my first thought is usually Gale's Opposing Viewpoints. Now, as Gale has updated the content, added new features, and even given it an appealing face-lift, you'll want to share this product. With over 4,700 topic overviews; 8,730 pro and con articles; 6,500 statistical tables, charts, and graphics; and links to more than 2,300 reviewed Web sites, it's understandable why Opposing Viewpoints is often the first choice for many students and teachers. Although it's been around for a while, it has definitely morphed into a vibrant, interactive database. If you're a former subscriber but haven't seen it lately, you should take another look. (Reviewed: September 2007, p. 87)

Rand McNally Classroom - Rand McNally

This resource has moved the excitement of maps into the online environment, making them easier to teach and use with students from kindergarten through high school. Through the use of an interactive whiteboard, teachers can forget about teaching map skills from the old "pull-down" maps and enter the 21st century. Because the online content directly relates to curriculum standards and the Teacher's Tool Page provides lesson plans and assessments, this program not only addresses how to teach map skills but also gives suggestions for what else you can do with the program. With games and activities for both individuals and groups, Rand McNally Classroom makes geography and map skills a lot more fun. (Reviewed April 2008, p. 86)

Teen Health and Wellness - Rosen Publishing

Teen Health and Wellness was specifically designed to meet the needs of teenagers in the areas of health, fitness, alcohol, drugs, mental health, family life, and more. When I shared the database with teens, it was immediately obvious that they loved it, but the bonus factor was how much classroom teachers and even health-care providers (nurses and counselors) also liked the content. Because no topic is off-limits and information is provided from a medical viewpoint, students can discretely locate information that they know is accurate and reliable. This groundbreaking database provides so many different avenues for students to learn about health that it should be in every high school library. If your school doesn't have a subscription to Teen Health and Wellness, find a way to get one! (Reviewed March 2007, p. 89)

Wikispaces - www.wikispaces.com

If I truly love a digital resource (and I have the funds), I purchase it for my school library or for myself. But maybe I've gone a little overboard with Wikispaces. Probably because a basic subscription is free, I now have three subscriptions for library-related projects through Wikispaces. This program is easy to use and fun to teach. Not only can I easily add instructional materials and research information, students can actively participate without instruction in HTML or other programs. Hopefully, other educators in your school will realize the educational potential that Wikispaces provides and will begin to understand the value of 2.0 applications in the classroom. (Reviewed May 2007, p. 79)
Shonda Brisco, district librarian at the Peaster Independent School District in Texas, writes SLJ's "Digital Resources" section.

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The "must-have" products for next fall Yes, "best of" lists typically run at the end of the calendar year. But for me-and many other school librarians-the "year" ends in June. So for this column, I've considered products reviewed from 2007 to the present.

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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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Community Tech Network's mission is to unite organizations and volunteers to transform lives through digital literacy. To achieve its mission, CTN responds to community need and operates a range of programs that serve low-income people, including: older adults, veterans, long-term unemployed, transitional age youth, immigrants and families.

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When by the Gates Foundation in November 2015 about the biggest barriers to using digital resources, the most common response was "My students do not have access to technology outside of the classroom." 3,100 teachers were surveyed

The lack of access to high-speed internet and its impact on learning is well-documented. What has been coined as "the digital divide" is one of many problems that threaten students from mid to low-income families nationwide. 33% of low and moderate-income families-and 50% of families below the poverty line- do not have home access to high-speed internet.The Joan Ganz Cooney Center's recent Opportunity for All? report succinctly describes the impact, both negative and positive, that technology and the lack thereof can have:

Unfortunately, the students that lack the means to use this technology are the students that need it the most-and it doesn't just affect them outside of the classroom.

Sure, there is incredible work being done to make high-speed internet accessible to everyone. For example, the FCC voted a few weeks ago to expand the Lifeline program to include access to broadband internet. But we are still years away from the gap being eliminated. When 3,100 teachers were surveyed by the Gates Foundation in November 2015 about the biggest barriers to using digital resources, the most common response was "My students do not have access to technology outside of the classroom."

Educators are no strangers to making micro-changes in the classroom before policy and administration have the chance to catch up. Great teachers diagnose the needs of their classroom and develop a patchwork solution that improves the learning environment for every student. So, what can a classroom teacher do to mitigate the effects of unequal internet access at home-while still maximizing the use of classroom technology in a strategic and effective way?

1. Start with the basics-research your student and their families, and respond accordingly

Don't assume that because students can see your posts on a website or can access a service like Remind or Edmodo that they have uninhibited internet access. Students may be accessing these through inconsistent means, such as a parent's mobile device that relies on a monthly data plan. Opportunity for All says 33% of families below the poverty line access the internet solely through a mobile device. What happens when a large project is due towards the end of the month and the student's family has consumed all data for the month?

Additionally, the Opportunity for All report suggests "parents with less education and lower incomes tend to help their children less, but to depend on their children more" as it relates to using technology. In families without home internet access, parents are less likely to be able to "evaluate and interpret" information and content that students encounter online.

Teachers need to be cognizant of how their students and families interact with technology. For example, spend some time at the beginning of the year discovering the digital landscape of the classroom by giving students and parents a "Student Technology Access & Use Survey" (STAUS) similar to the one created by Brian Sersion and Douglas Stevens of Cincinnati Public Schools.

2. Be proactive in creating lessons and assignments, thoughtfully

Think carefully before assigning online research, a lab simulation, or writing assignments that need to be done at home on a desktop or laptop. LMS's and many web pages provide a considerably different experience on a mobile device, and may have limited functionality if the sites weren't designed with mobile in mind-and that's assuming that there's actually mobile access at home.

We differentiate based on student exceptionalities, but we need to start thinking about how we differentiate for the digital divide, as well.

In every classroom, there must always be a strategic response to the question "How does the use of technology contribute to the learning taking place in this lesson?" When creating a lesson with technology as an integral piece, be able to explain why that technology is an integral piece and-more importantly-how you are going to accommodate for students without home access.

3. Put extra effort towards pushing digital literacy

Basic tips for any classroom in teaching digital literacy are especially important to be aware of when considering students that may be new to the internet in an academic setting. Routine tasks in word processing, web browsing, creating PowerPoints and YouTube videos should be built into classroom procedures at the beginning of the year to accommodate those students that are unfamiliar. Do not expect students to have the same familiarity with the web that you do, even if they can Snapchat faster than you can snap your fingers. For example, spend some time discussing what a credible web page looks like.

4. Provide extra opportunities for technology and internet access

Once you've got a better idea of your students and parents' access at home, find a consistent time before or after school where students can come in and use the technology available in the school-and allow their parents to join. In fact, consider hosting an optional technology night that teaches parents about the school's expectations and provides tutorials on commonly-used apps, programs, and basic digital literacy skills.

There are also access opportunities outside of school and the home-but sadly, those opportunities aren't always known. Only 21% of those students without home access use public libraries to access the internet. Provide students and parents with a guide with basic information on nearby libraries' locations, policies, and hours, as many students may not be aware of the community centers in close proximity to their homes.

5. Advocate for more resources in your district or school

What resources and solutions are available to students without access at the school or district level? One potential answer might be the Kajeet SmartSpot, a broadband hotspot that can be purchased by the school and loaned out to students in need.

While the students and schools in most need of these devices are the ones least likely to be able to afford them, educators could apply for grants or seek alternative funding to purchase these devices. And if your district can afford them, talk to your administration about what is purchased and being done to eliminate the digital divide.

And access doesn't just come with tools-it comes with smarter educators. Push for more professional development, and open the dialogue within the professional community at your school and district.

Digital inequality is cyclical in nature. As the "Opportunity for All?" report explains, "Digital inequality can contribute to educational inequality, which in turn perpetuates economic inequality." Hence, this is not just the problem of students, teachers, or parents-it's everyone's problem. But instead of waiting for national policies and programs to save the day, educators must adapt and create flexible solutions to combat the troubling cycle of unequal access.

Sean Wolohan (@sean_wolohan) is a Math and Science Teacher at St. Peter and Paul School in Tulsa, Oklahoma.

This post is part of the EdSurge Fifty States Project (representing the state of Oklahoma). The project is supported in part by the Bill & Melinda Gates Foundation. The thoughts and opinions expressed here are those of the individual contributors alone and do not reflect the views of the Bill & Melinda Gates Foundation.

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How Teachers Can Provide Equal Learning in a World of Unequal Access - EdSurge News

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When by the Gates Foundation in November 2015 about the biggest barriers to using digital resources, the most common response was "My students do not have access to technology outside of the classroom." 3,100 teachers were surveyed The lack of access to high-speed internet and its impact on learning is well-documented.

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Emily Davis was a no-limits kind of middle school Spanish teacher. She held the title "teacher" - not "superintendent" or "principal" - but that didn't stop her from affecting education policy at the nation's highest levels.

Davis, who's from St. Augustine, Florida, is just wrapping up a two-year fellowship as a teaching ambassador at the U.S. Department of Education in Washington, D.C. The focus of her job is developing teacher leaders, a trend that is sweeping across the country and fully embraced by President Barack Obama.

U.S. Secretary of Education Arne Duncan, speaking enthusiastically about the national Teach to Lead program, says it well: "Change has to come from teachers who own it and lead it."

Great news! Except, how do we go about getting there? Where do we find these leaders? How do we train them?

It's a topic that's covered in the current issue of , ISTE's quarterly magazine, where educators discuss the trending topic of teacher leadership.
Questions for teachers and leaders
Davis suggests that we start by asking these critical questions:

What are the small and important victories of everyday teacher leadership?

What and how can we improve the teaching profession by creating and leveraging a network of teacher leaders?

What are the biggest needs or concerns you are seeing, hearing or experiencing within your local site?

What outcomes do you (realistically) expect from addressing these needs?

What steps do you need to take? What information do you need?

Who are your allies locally? What resources can you draw upon? Have you developed an asset map for your site?

What are the victories and successes that aren't widely acknowledged but that can be grown and further cultivated?

Once you're clear on your direction, there are some more point to keep in mind:

Get in where you fit in. Leadership looks different for every teacher. There is no one single definition.

Be in the know. True leaders know all about their communities and what's best for their kids.

Tell stories. Leading is about having a voice and sharing the great work teachers do in classrooms every day. When teachers share, they lift and strengthen the profession.

Tips for recruiting teacher leaders
Karen Richardson of Richmond, Virginia, is an education consultant who teaches education leadership courses. She advises universities to embed leadership skills into all teachers' educations, so they never feel that their leadership is limited by their titles. She coaches the next generation of administrators to never forget to empower teachers when they reach those positions of leadership.

Candice McQueen, Tennessee's commissioner of education, began her career as a teacher. She said part of Tennessee's big education gains have happened as a result of the recruitment of teacher leaders all over the state.

She has these tips for administrators recruiting teachers:

Reach out and encourage teachers to lead.

Look for people who are eager and willing to put in the time required.

Ask teachers to nominate themselves for leadership tasks.

Identify teachers with a passion for teaching.

Watch for candidates who love to learn.

Select teachers with a collaborative, adaptive leadership style.

Choose people others will listen to.

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How to develop teacher leadership in your school

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Emily Davis was a no-limits kind of middle school Spanish teacher. She held the title "teacher" - not "superintendent" or "principal" - but that didn't stop her from affecting education policy at the nation's highest levels. Davis, who's from St. Augustine, Florida, is just wrapping up a two-year fellowship as a teaching ambassador at the U.S.

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CSLA - California School Library Association

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CSLA 2019 Conference - CSLA - California School Library Association

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CSLA 2019 State Conference February 7 - 10, 2019 Pacific Palms Resort One Industry Hills Parkway City of Industry, CA 91744 Call for Proposals Hotel and Transportation Justifying Attendance EXHIBITORS

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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I plan on learning more about makerspaces. I will start small with non-tech maker projects planning within 3 years to incorporate technology.

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Curates Digital Resources and Tools /professional learning communities.

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Curates Digital Resources and Tools /professional learning communities.

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Currently I am working part-time at Henry Haight Elementary. The main librarian at Haight does a wonderful job of curating resources for the teachers and students. I plan to stay in touch with her and to model my website after hers. I like how she updates it regularly!!.

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Henry Haight Elementary School: Welcome to the Media Center

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Principal's Message Our Mission and Vision Regular/Minimum Day Hours Bell Schedule including Rainy Day, Minimum and Modified Days Staff and Faculty Directory Teacher Roster and Room Number 2017-2018 Haight Parent Handbook AUSD Student Safety Plan School Accountability Report Card (SARC) What Makes Haight Elementary Special?

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School library journal has excellent articles and is a place for resources and inspiration for the school librarian.

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Discerning fact from fiction in news and online content has never been more challenging. From "pizzagate"-false reports of a child sex ring operating in a DC pizza parlor-and creepy clown attacks to retweeted election headlines touting events that never happened, fake news is rampant. Twenty-three percent of Americans say they have shared fabricated reports, knowingly or not, according to a December Pew Research Center report.

Librarians have an opportunity to take leadership in the current crisis. As proven authorities on information literacy, library professionals can help students analyze news authenticity. It's time to step up to the plate.

That requires expertise-and perseverance. While school librarians are updating lessons on news literacy, a recent study from researchers at Stanford University underscored the challenges of media and social media education for kids. Students' ability to evaluate information on the Internet is "bleak," according to the report.

"Our 'digital natives' may be able to flit between Facebook and Twitter while simultaneously uploading a selfie to Instagram and texting a friend," state the researchers from the Stanford History Education Group. "But when it comes to evaluating information that flows through social media channels, they are easily duped."

The Stanford team designed assessments that requested students to distinguish between a news item and an ad. One test asked middle schoolers why they might not trust an article on financial planning sponsored by a bank and written by a bank executive. Many failed to cite authorship or sponsorship as reasons to question the content.

Lessons to combat fake news

In addition to helping students identify outright falsehoods, media specialists can play a key role in teaching them to distinguish between advertising, opinion articles, and reported news, as well as identify politically leaning platforms of all stripes. The fake news industry and spread of false reports have also drawn attention to how educators can help students be skeptical of stories that are not well reported.

Leading up to the 2016 U.S. presidential election, fabricated campaign-related news stories-designed to sound true enough that people will click on and share them-received more attention and were shared more frequently on social media than news from traditional outlets, an analysis showed. However, fake Internet news has been around for a long time. For instance, an erroneous 2014 report described an effort to enforce Islamic law in Florida. Also in 2014, a false story about Colorado residents buying marijuana with food stamps led a state representative to introduce legislation to prevent these purchases. Taking an even broader historic perspective, a recent Scientific American blog post on false news surfaced a document fabricated by the Catholic Church in the Middle Ages to claim control over various regions of Europe.

The difference now is that "there is more fake news out there, and the proliferation of social media just means it can be disseminated rapidly via many channels," says Frank W. Baker, a media literacy expert who conducts workshops across the country. "We have more access than ever. But access does not imply quality, and the vast information we're being bombarded with demands a renewed emphasis on and teaching of media literacy."

Also, technology now makes it possible for someone to design a fake news site that looks and feels very much like the real thing, and social media enables false or incorrect reports to go viral. In Waukegan, IL, for example, students at an elementary school admitted that their reports of creepy clowns wielding weapons-really just construction workers with tools-were not true. But by that time, the school was already on lock down. Shared through social media, the story fueled fears that bands of clowns were lurking all over the Chicago area.

Demand for instructional resources for news literacy is on the rise. "We've gotten a lot of interest in the past week," says Peter Adams, senior vice president for educational programs at the Chicago-based News Literacy Project (NLP). Launched in 2008 by former Los Angeles Times reporter Alan C. Miller, the organization originally focused on bringing the four pillars of its curriculum-news matters, the First Amendment, the standards of quality journalism, and the current news and information landscape-into schools by partnering with teachers and librarians, as well as volunteer journalists who would share their own experiences. The lessons are taught as "drop-in" units, often in English language arts or social studies classes.

Now, NLP is putting its efforts into making the lessons more widely available through its program, checkology virtual classroom. With the free basic version, teachers can offer the interactive lessons to an entire class, while a premium version provides individual student licenses for a one-to-one or blended learning model. So far, the program has reached more than 30,000 students, Adams says.

One lesson on branded content, for instance, asks students to sort various examples, rank them in order of most to least transparent, and determine which one "crossed the line" to full-on advertising, perhaps only quoting or featuring people and products associated with the sponsor. Branded content is meant to provide information and educate readers or viewers about a topic.

Native advertising, another form of paid content, appears to match the tone and style of the news outlet where it appears, but is ultimately trying to sway the public to buy a product or service. Some experts say this deception-while helping to keep publishers in business-can confuse readers and erode trust. Most of these ads carry a small tag indicating they are paid posts, but directing readers to the business or product is still the goal.

Writers of fake news, however, might not be out to sell anything and are sometimes motivated by ideology. Jestin Coler, the fake news writer who penned the story about marijuana purchased with food stamps, for example, says in an NPR report that he got into the practice because he wanted to draw attention to the extremism of white nationalists.

Librarians on the front lines

In the push to sharpen students' critical thinking and analysis skills, Cyndy Scheibe, executive director of the Project Look Sharp media literacy initiative at Ithaca (NY) College, says "Librarians are always our front line" and adds that the attention to fake news reinforces the importance of librarians having the training they need to teach media and news literacy. Her organization's site offers free lesson plans for all grade levels as well as links to a variety of resources.

In the workshops Scheibe conducts for librarians and other educators, she explains that there are two types of critical thinking skills-weak sense and strong sense. Weak sense critical thinking is when someone questions and checks out something that doesn't seem to be right, and strong sense critical thinking is when that person applies the same standards to information that he or she believes to be true.

She uses her own experience as an example. In the early 2000s, when she first began conducting media literacy workshops, she shared a photo of President George W. Bush reading with a child in a classroom, but holding a book upside down. Because of her unfavorable views of the 43rd president, she didn't question the photo until someone asked her whether the picture was real.

"[I'm] a media literacy person [and I] hadn't thought to ask if it was a real picture," she says. "We need to critique things from all sides."

The Center for News Literacy, at Stony Brook University in New York, offers a 14-week course addressing how to determine if a news story is true, how journalists verify information, and how to recognize biased coverage. Lessons and teaching strategies are also available through the center's Digital Resource Center.

While most teachers who complete the course incorporate the lessons into existing classes, a few have built their own news literacy courses. At Northport High School on Long Island, for example, news literacy fulfills a state requirement that seniors take a year-long course preparing them to participate in an informed democracy.

"What I'm doing is very similar to what librarians are doing," says Janis Schachter, a social studies teacher who leads the course at Northport. She teaches her students what journalists do, and they sift through all they see, read, and hear in the media.

They learn how to tell whether the writer or broadcaster has verified his or her information, whether the author is independent from the topic or entity featured in the story, and whether that author can be contacted in case of a question. Schachter tells them, "If you're on the Internet, and you don't have those three things, [the article] can't be trusted." She also asks students to check out the sources used in the story. To illustrate poor journalism, she often shares an actual broadcast news report with her students that used only one source-a so-called doctor who was not identified.

Resources and tools

In other schools, librarians are leading efforts to better inform students how to follow breaking news and consult multiple news sources when the topic is controversial.

In a blog post, Joyce Valenza, assistant professor at Rutgers University School of Information and Communication, provides multiple guidelines and resources for librarians looking to respond to the topic of fake news or shore up their teaching of news literacy.

"I see a serious need for librarians to build a few seaworthy arks from the news media flood to aid students in discerning credibility, reliability, and bias in context of their information needs and the context of the text itself," she writes. "I can see us introducing the broad notion of triangulation to children for whom the word may be difficult to say."

Laura Gardner (see " Teaching Media Literacy Now"), librarian at Dartmouth (MA) Middle School, says she teaches her students how to use the CARS method-which stands for credibility, accuracy, reasonableness, and support. While recommended for evaluating information found online while doing research, the checklist can also be applied to news reports. Gardner, who attended a summer teacher workshop at the Stony Brook Center for News Literacy, also introduces her students to resources that debunk fake news, such as Snopes, Politifact, and FactCheck.

Baker notes that lessons on media literacy should also be backed up with resources on the library shelves that further allow students to gain skills in interpreting media messages. "In many of the school libraries that I have visited, I have not found many books on media, let alone how media works," he says.

Baker's website, the Media Literacy Clearinghouse, offers links to recommended books and other resources for educators. He also recommends that librarians and teachers post media literacy questions on their walls so that students can always refer to them:

* Who is the author/producer/creator of the message?
* Who is the audience?
* What techniques are being used to get our attention and to make a message believable?
* Who benefits from a message?
* Who or what is omitted and why?

Claudia Haines, a youth services librarian at the Homer (AK) Public Library, recommends that librarians also explore national and state library association websites for media literacy training opportunities, as well as ideas from other librarians.

Media literacy, pre-K

Media literacy experts stress that children should begin acquiring these questioning skills long before they are old enough to use social media. Even in the early years, they can begin to question the messages in signs and TV commercials.

"As they come to and from school, they can be encouraged to recognize and identify signs and their meanings," Baker says. "Why do some signs use only [certain] colors and what do those colors mean?"

Haines begins introducing media literacy concepts during story times for preschoolers, when she asks them whether the story is real or imaginary.

"I start with two words many of them already know and then include words like true, informational, fiction and nonfiction as we talk," says Haines, coauthor of Becoming a Media Mentor: A Guide for Working with Children and Families (ALA, 2016). "This often-entertaining conversation may only go on for a minute or two, but it gets them started critically thinking about the information in front of them."

Older students, Baker says, can use the variety of apps and digital tools available to create their own media messages and further explore how readers and viewers are influenced-skills that tie into STEAM learning.

Adams at NLP adds that students in middle school and high school-even those who are not particularly motivated academically-are especially receptive to learning about media and express the "outrage that is necessary" to be engaged in learning about how advertisers, advocates, and other groups try to manipulate the public. Baker notes that analyzing propaganda, the angle of a news story, or other messages used in media also tie in with Common Core standards in English language arts.

"The danger is that [students will] decide they can't trust anything," Schachter says, "and I don't want that to be the lesson."

Legislation

To make sure that media literacy is more widely available in today's schools, some advocates are focusing on passing state legislation, such as the Digital Citizenship/Media Literacy Bill that was signed into law by Gov. Jay Inslee in Washington State last year.

In addition, Media Literacy Now, a Watertown, MA-based nonprofit organization, has been working with Common Sense Kids Action, which pushes legislative efforts, to craft model legislation based on the Washington law, and encourage more states to move in this direction. Under that law, state education officials will create an advisory group that will identify effective instructional practices and develop recommendations on digital citizenship, Internet safety, and media literacy. Beginning next school year, districts will also be required to review their policies and procedures in this area.

Civics courses are also logical places to incorporate a focus on news literacy, Adams notes. In Illinois, for example, a new law took effect this year requiring high school students to take a semester-long civics course in order to graduate. The course is expected to include discussions on "current and controversial issues." The state was one of only 11 without a civics graduation requirement, and the Civics Education Initiative, launched in 2013, is advocating for such requirements in all states. Comments that former Supreme Court Justice David Souter made on civic ignorance have put the issue in the spotlight recently.

Involve parents

Because the sources that family members tend to follow are likely to influence how children perceive the news, experts say it's also important for news literacy lessons to involve parents.

"The fast pace of change in the digital media environment has taught us that appreciating what makes information accurate and high quality-instead of solely relying on specific sources-is essential," Haines says. "Fake news websites that play off the names of well-known news outlets are great examples of why this is so important."

Schools frequently offer digital literacy workshops for parents to provide guidance on Internet safety and social media apps their children might be using. Weaving a discussion of news literacy into these gatherings is another way to raise awareness among these adults, Scheibe suggests.

In NLP's lessons, one activity requires students to request their profile through AboutTheData, a website from the marketing technology company Acxiom. Profiles include information that has been collected about consumers and that advertisers-and purveyors of fake news-might use to target their messages. This information helps to explain some of the posts that turn up in a person's news feed.

Students, Adams says, are often encouraged to share that information with parents, or have them complete the same process as a way for them to be more conscious of media information.

"Collaborating with parents is essential," Baker says. "We can have all the media literacy education galore at school, and what happens when students get home? Parents also need media literacy skills so that they can help students sift through media and make wise decisions and choices."

This article was featured in our free Extra Helping enewsletter.
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SLJ contributor Linda Jacobson is an education writer and editor based in the Los Angeles area.

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The Smell Test: Educators can counter fake news with information literacy. Here's how.

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Discerning fact from fiction in news and online content has never been more challenging. From "pizzagate"-false reports of a child sex ring operating in a DC pizza parlor-and creepy clown attacks to retweeted election headlines touting events that never happened, fake news is rampant.

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I just opened a  twitter account exclusively for learning and eventually sharing. Learning about what is going on in libraries, education, literary, and art communities. I plan on using it to connect with professional organizations and other teacher librarians

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Students create offline as well. Students write poems, book reviews and much more. Currently, we create a lot in the library. In the next year, I plan on having lunch time activities, as well as continuing class time projects.

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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This article showcases beautiful school libraries throughout the world

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From a story garden in Cornwall to hexagonal towers in Los Angeles, we look at inventive spaces designed to get children excited about books
* School libraries shelve tradition to create new learning spaces

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Inspirational school libraries from around the world - gallery

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From a story garden in Cornwall to hexagonal towers in Los Angeles, we look at inventive spaces designed to get children excited about books * School libraries shelve tradition to create new learning spaces

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Builds instructional parnerships/students as creators etc.

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Builds instructional parnerships/students as creators etc.

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Pinterest is an excellent site to gather inspiration and more. Here is my board entitled, teacher librarian. I use it to get ideas and eventually I will post my own projects to share with others.

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Discover recipes, home ideas, style inspiration and other ideas to try.

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Eventually, I would like to get a job in San Francisco where I live. I think it is very important to work where you live, if you can. That way you are able to build connections more readily and easily. I plan on building connections with the local branch children's librarian, as well as the children's librarians at the main branch.

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San Francisco Public Library | Home | San Francisco Public Library

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Students made short videos recommending books and highlighting inspirational women. Flipgrid is an excellent tool, I have used and plan on continuing to use it.

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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I am currently job sharing with another librarian at Haight Elementary.  She has shown me many tools including, padlet. For Dr.Seuss' birthday she created this padlet for students to share their favorite book. I added my favorite book and a few of the classes I work with contributed too!. This is a relationship I am planning on keeping.