Are you curious about RDA in school libraries?

The story of knowledge is a story of history, and one that directly relates to the way we have wanted to infl uence and educate the young members of our society. Recorded information, and the documents or carriers which carry information forward, has come a long way since the emergence of oral traditions and records on clay tablets and the like. The Library of Alexandria was in many ways the fi rst grand repository of information, organised and made accessible as an offi cial repository for scholars.

For hundreds of years libraries consisted mostly of printed books and journals, and so these were mostly what library catalogues described. As information technology developed, new kinds of information resources were produced, which information agencies such as libraries also started to collect, such as photographs, sound recordings (phonograph records, tapes, CDs), films and videos. School library collections were almost entirely books up until the 1970s when audiovisual resources along with the proliferation of educational print resources such as charts and ‘big books’ brought a wave of change. At about this time librarians started to talk about ”materials’ or ‘resources’ as the generic name (rather than ‘books’ or ‘volumes’) for what they dealt with in their collections, and started to describe a much larger range of materials in their catalogues.

So from a school library point of view, library catalogues have been an important example of an information organization and access tool, since a catalogue is essentially a database with a complex range of access points (metadata) to information resources using data elements in the record, such as author or title. Until recently this structured and consistent approach to cataloguing in our school libraries was built on the Anglo-American cataloguing rules  (AACR2) ensuring uniform accessibility to information in whatever format was wanted, because of the resource description detail that is embedded in such a catalogue record. However, these catalogues were stand-alone end points to what was in a particular collection, and typically had to even be used within the walls of the library.

Fast-forward to the digital era, and the rapidly changing information environment that is has brought. We see that we have reached a period of time where information has never been more abundant and accessible, and conversely the need for efficient management of that information more critical than ever in the history of human information and knowledge endeavours. We now have the technology to provide global connection anywhere on computers – that also includes the digital capabilities of mobile and tablet devices.

This change in the information environment has generated a significant shift in our understanding of shared information resource description and access across connected systems, organisations, and in web environments outside of the catalogue.

So what IS RDA?

Librarians and other information professionals were among the first to realise the importance of the Internet in the provision of information services, and it is also they who have understood the impact of digital environments on the production, distribution, storage and consumption of information.   Information agencies have worked hard to provide the cataloguing details required to ensure that information can be retrieved, and it is because of this that the Resource Description and Access  (RDA) and it’s specific ‘vocabularies’ were developed and implemented around the world.

In fact, it was June 2010 that AACR2, the cataloguing standard in use for the last thirty years, was challenged with something new – the publication of RDA as a replacement cataloguing standard.  As the biggest change in bibliographic standards since the adoption of MARC21 ten years ago (coming from USMARC), the new rules have inspired much discussion in the cataloguing community and beyond. RDA is a new standard for metadata description of resources held in the collections of libraries, archives, museums, and other information management organizations. Building on AACR2 it aims to provide a comprehensive set of textual guidelines and instructions for creating metadata covering all types of resource content and media. RDA focuses on the data elements needed to meet the user tasks specified in the FRBR (Functional Requirements for Bibliographic Records) and FRAD (Functional Requirements for Authority Records) conceptual models. The use of FRBR concepts allows the relationships between multiple versions of a resource to be presented to users in a meaningful way including being displayed in a simpler, clustered format making it easier for the user to locate the item required.

RDA essentially standardizes how metadata content is identified, transcribed and generally structured, although it is independent of any specific metadata encoding. RDA also identifies a general set of metadata elements, and can provide a controlled vocabulary for use as the content of an element. Although RDA is being developed primarily for use with resources curated in a library environment, consultations have been undertaken with other information management communities, including publishers and those operating in the digital world, to try to ensure effective alignment with the metadata standards used in those communities.

RDA is proving to be an important building block in the creation of better catalogues and resource discovery systems. It provides for the creation of metadata, which meets users’ needs for data content and also facilitates machine manipulation of that data for searching and display.

RDA in Australia

Metadata standards relating to elements, format and transmission used for descriptive cataloguing in RDA have gradually been adopted around the world, including Australia and New Zealand during 2013. So once the National Library of Australia announced that it would implement RDA in early 2013 it became important for all people working in the library and information industry to have some understanding of the purpose of RDA and its implications for the library catalogue.

Resource Description and Access, is designed to help us transition to the technological capabilities of the Internet, today and into the future by having us identify the entities and relationships at the element level that machines can use better than they have been able to in the past in our MARC records.  RDA will also work when we package the elements in MARC records as we will have to do for some transitional period. RDA is not an encoding system or a presentation standard for displays, but instead specifies how to describe the things in our bibliographic universe – resources, persons, corporate bodies, etc., and the relationships among those things.

The RDA Toolkit provides instructions necessary for implementing RDA in libraries. Although the preferred way to access RDA is online via the RDA Toolkit, print copies of the RDA instructions are also available for purchase. http://www.rdatoolkit.org/

RDA is not completely different from AACR2, but it is more than just a new edition. Some of the most notable differences include:-

  • Fewer abbreviations
  • Allowance for local cataloguing standards to meet the needs of the community
  • Specific format descriptors for non-book and electronic resources
  • Record information as it is presented on the item
  • Explicit identification of each possible element for inclusion
  • Record all authors and contributors
  • Dropping of the rules to do with the (ISBD) arrangement of elements, making the new code ‘format neutral’
  • Elements covering both the attributes of the library resource and the attributes of the people and organisations associated with the resource (so that it covers the creation of authority as well as bibliographic records)
  • These elements are based on the FRBR user tasks (finding, identifying, selecting and obtaining), and, in the case of the attributes of people and organisations, the FRAD user tasks
  • Covers the construction of records for abstract ‘works’ that an item might be a manifestation of, as well as for the manifestation itself
  • More international in outlook (e.g. doesn’t prefer English names)

Whether RDA will give rise to a ‘cataloguing revolution’ is as yet unclear, as it will be possible to continue producing records using it that look remarkably similar to those based on AACR2. The question is whether libraries will implement it more fully, and use it as an opportunity to integrate their cataloguing data with other metadata elsewhere across the web!

The real power of RDA is derived from the implementation of the new conceptual models for catalogues:

  • Functional Requirements for Bibliographic Records focuses on what the user needs to find, identify, select and obtain.
  • Functional Requirements for Authority Data focuses on what the user needs to find, identify, contextualise and justify.

A library management system that embeds RDA, along with FRBR and FRAD, can provide a very rewarding search experience for the user. Once library management systems embrace these concepts and fully implement RDA, catalogues will truly be there for the convenience of the user! We will have complementary ways of organizing things to open up more pathways for users to find what we have in our library collections and related resources beyond our libraries.

Access the National Library of Australia information about RDA at http://www.nla.gov.au/acoc/resource-description-and-access-rda-in-australia

Extract from:  O’Connell, J. (2013). RDA for school libraries: The next generation in cataloguing. ACCESS. 27(3), Vol. 27. September, 4-6.

Image: cc licensed ( BY NC SA ) flickr photo shared by Vicki & Chuck Rogers

Metadata and your Big Data?

Humanities is an area ripe for exploiting big data, enabling scholars to analyze topics more broadly and deeply than ever before – whether in the form of books, artworks, music, or any other digitizable format.  In this video, Amanda Rust, Assistant Head of Research & Instruction, Arts & Humanities at the Snell Library of Northeastern University, Boston, MA tells us about her experience of and visions for the use of big data and digital humanities.

23 Mobile Things everyone should know

Holiday time or not, the time is right for you all to go and investigate 23 Mobile Things – a wonderful professionally delivered opportunity to learn a few important life-skills for working and living in online environments!

The background

I’m sure most of you have heard about 23 Things for Professional Development - an open-source program for librarians. There are many variants of this course which was first developed in 2006 by Helene Blowers and the team at the Public Library of Charlotte and Mecklenberg County, and now the newish kid on the block is 23 Mobile Things, a course revolving around digital and mobile technologies.

Who created this course?

“The first version of 23 mobile things was developed in Danish by Jan Holmquist. This version of the course is an international collaboration, Jan Holmquist from Guldborgsund-bibliotekerne (Denmark) and Mylee Joseph and Kathryn Barwick from the State Library of New South Wales (Australia) are working together to build the English language version of the course. You’ll learn more about this excellent initiative and how you can learn more about the potential of mobile tools at 23mobilethings http://23mobilethings.net/wpress/

In Australia we have had a few derivatives of the original 23Things program, some of which charge hard cash to participate, which is not in the spirit at all of the 23Things model that was openly shared with the global community.

So it’s a real pleasure to see this latest initiative! The course is open to anyone with a tablet or smart phone. It is a self-paced learning course, with the 23 things providing a framework of resources to look at and information to consider. It can be done at anytime; there are no time-limit or deadlines for the course.

So it’s time for you to consider getting started – jump on into the self assessment survey, then head on over to investigate The Things.  Great for anyone working in libraries, and schools.  This new 23MobileThings is a fantastic initiative. Thank you.

23 Mobile Things …. the list.

  1. Twitter
  2. Taking a photo with a mobile device:  Instagram / Flickr app / Snapchat
  3. eMail on the move
  4. Maps and checking in
  5. Photos + Maps + Apps: Historypin / What was there / Sepia Town
  6. Video: YouTube and screencasts
  7. Communicate: Skype / Google Hangout
  8. Calendar
  9. QR codes
  10. Social reading: RSS / Flipboard / Feedly / Goodreads / Pocket
  11. Augmented reality: Layar
  12. Games: Angry Birds / Wordfeud
  13. Online identity: FaceBook and LinkedIn
  14. Curating: Pinterest / Scoop.it / Tumblr
  15. Adobe ID
  16. eBooks and eBook apps: Project Gutenberg / Kindle / Overdrive / Bluefire / Kobo, etc.
  17. Evernote and Zotero
  18. Productivity tools: Doodle / Remember the Milk / Hackpad / any.do /  30/30
  19. File sharing: Dropbox
  20. Music: last.fm / Spotify
  21. Voice interaction and recording
  22. eResources vendor apps
  23. Digital storytelling

Image: 23 cc licensed ( BY ) flickr photo shared by erix!

Major new PEW report on libraries


The latest report PEW Report Library Services in the Digital Age has hit the scene and  provides important and critical information in the ongoing pursuit to provide wonderful and responsive libraries in our community.  Add this to your bookmarks now!

The respected Pew Internet & American Life Project is part of the Bill and Melinda Gates Foundation grant portfolio.  This report is  important because it surveys a wide range of US citizens – not just one age group, or local population, or one language group or just people who already use libraries.  Though based on US data, the findings have relevance around the globe providing important insights into the role of libraries in people’s lives and their communities.

Summary of Findings (Pew Report)

The internet has already had a major impact on how people find and access information, and now the rising popularity of e-books is helping transform Americans’ reading habits. In this changing landscape, public libraries are trying to adjust their services to these new realities while still serving the needs of patrons who rely on more traditional resources. In a new survey of Americans’ attitudes and expectations for public libraries, the Pew Research Center’s Internet & American Life Project finds that many library patrons are eager to see libraries’ digital services expand, yet also feel that print books remain important in the digital age.

The availability of free computers and internet access now rivals book lending and reference expertise as a vital service of libraries. In a national survey of Americans ages 16 and older:

  • 80% of Americans say borrowing books is a “very important” service libraries provide.
  • 80% say reference librarians are a “very important” service of libraries.
  • 77% say free access to computers and the internet is a “very important” service of libraries.

Moreover, a notable share of Americans say they would embrace even wider uses of technology at libraries such as:

  • Online research services allowing patrons to pose questions and get answers from librarians: 37% of Americans ages 16 and older would “very likely” use an “ask a librarian” type of service, and another 36% say they would be “somewhat likely” to do so.
  • Apps-based access to library materials and programs: 35% of Americans ages 16 and older would “very likely” use that service and another 28% say they would be “somewhat likely” to do so.
  • Access to technology “petting zoos” to try out new devices: 35% of Americans ages 16 and older would “very likely” use that service and another 34% say they would be “somewhat likely” to do so.
  • GPS-navigation apps to help patrons locate material inside library buildings: 34% of Americans ages 16 and older would “very likely” use that service and another 28% say they would be “somewhat likely” to do so.
  • “Redbox”-style lending machines or kiosks located throughout the community where people can check out books, movies or music without having to go to the library itself: 33% of Americans ages 16 and older would “very likely” use that service and another 30% say they would be “somewhat likely” to do so.
  • “Amazon”-style customized book/audio/video recommendation schemes that are based on patrons’ prior library behavior: 29% of Americans ages 16 and older would “very likely” use that service and another 35% say they would be “somewhat likely” to do so.

When Pew Internet asked the library staff members in an online panel about these services, the three that were most popular were classes on e-borrowing, classes on how to use handheld reading devices, and online “ask a librarian” research services. Many librarians said that their libraries were already offering these resources in various forms, due to demand from their communities.

These are some of the key findings from a new national survey of 2,252 Americans ages 16 and older by the Pew Research Center’s Internet & American Life Project and underwritten by a grant from the Bill & Melinda Gates Foundation. The interviews were conducted on October 15-November 10, 2012 and done on cell phone and landlines and in English and Spanish.

Summary of Findings:

http://libraries.pewinternet.org/2013/01/22/library-services/

Part 1: The role of libraries in people’s lives and communities

http://libraries.pewinternet.org/2013/01/22/part-1-the-role-of-libraries-in-peoples-lives-and-communities/

Part 2: What people do at libraries and library websites

http://libraries.pewinternet.org/2013/01/22/part-2-what-people-do-at-libraries-and-library-websites/

Part 3: Technology use at libraries

http://libraries.pewinternet.org/2013/01/22/part-3-technology-use-at-libraries/

Part 4: What people want from their libraries

http://libraries.pewinternet.org/2013/01/22/part-4-what-people-want-from-their-libraries/

Part 5: The present and future of libraries

http://libraries.pewinternet.org/2013/01/22/part-5-the-present-and-future-of-libraries/

Methodology

http://libraries.pewinternet.org/2013/01/22/methodology-8/

Appendix

http://libraries.pewinternet.org/2013/01/22/appendix/

Report Materials

Photo: Welcome to the Library cc licensed ( BY ) flickr photo shared by Enokson

Leading the Learning Revolution

Last Friday I ventured down south to Melbourne to join a vibrant and amazing conference on Global e-Literacy: Learning the Re-invention of Learning put on by SLAV – The School Library Association of Victoria.

Great venue, great people, great program! These great Victorian innovators gave me a wonderful welcome, and allowed me the honour of kickstarting the day with a presentation on Leading the Learning Revolution.

The MCG Members Dining Room was a great place for a smaller sized group of a 100-200. No footballers or cricket players, but the size of the venue, and reminder of the many victories and losses at that ground was just the right kind of razzle for discussing the conference topic of Global e-literacy: leading the reinvention of learning.

The day included  my globe-trotting friend Jenny Luca discussing multimodal literacies, and drawing on her vast experience of working with students and leading a school in integration of technologies. The round-table workshops were a fantastic idea – moving from one curation tool to another. I had great fun showcasing Diigo with my cheeky friend and podcast hero Tony Richards from the EdTech Crew.

Short sharp presentations on LibGuides (Di Ruffles, Melbourne High School). Apps Swap Meet (John Pearce), Curation Tools (Cameron Hocking) and Library Design (David Feighan) topped off the day. We had a wrap from Cecilie Murray, who kept us on our toes with challenges to take away for tomorrow and the future.

Fab day!  Loved catching up with old friends, and making a few new ones.

Social media [at your library] starts with you

Thank you to Karen Bonanno for the opportunity to speak with teacher librarians about social media, social networking and school libraries,  as part of the School Library Management Professional Learning Webinar Series.

If you are interested in quality professional development delivered online and would like to receive email notices for future webinars and other professional learning events I recommend that you  sign up now.

Content curation is the new black

Content curation crops up over and over again – so a whole issue on the topic from the wonderful school librarians in New Zealand is worth a read! Tossing ideas around, and finding ways to harness tools to our purpose is part of the daily challenge.

So here is the latest issue of their Collected Magazine, free for the taking! It’s all about content curation or “articles to help you add to your collection development bag of tricks!”I I was lucky to be invited to write a lead article title..you guessed it..Content curation is the new black!

You will find articles about the following:

Curating content for creative reuse (Ester Casey)
Content curation as a marketing tool (Peter Murgatroyd)
Exploring Scoop.it (Hillary Greenebaum)
Using LiveBinders (Senga White)
and more…

By the way, what a great use of an online magazine publishing tool – your organisation, school or library can put out good digital publications for information, promotion, or sharing. Your students can get involved too.

Visit ISSUU at http://issuu.com/miriamtuohy/docs/may2012/1 if you want to subscribe to their magazine on a regular basis or to learn more about the product.

The Librarian has left the building


I woke this morning to a grey sky, and many pieces of writing about teacher librarianship that my students have submitted as their first dip into a new profession. The grey sky seems to symbolise the mental consternation that is expressed by those entering the profession, and by those responding to the extraordinary changes and cutbacks discussed by  Buffy Hamilton and others at her post Do I Really have to Leave the Role of School Librarian to Work as a School Librarian?

Carolyn Foote and Judy O'Connell

I’m just recently back in Australia, after a number of visits in the USA related to libraries now and in the future. I was fortunate to attend the Computers in Libraries conference in Washington (CIL2012 – do access some of the presentations), and during the three days of the conference was delighted to spend time with Buffy Hamilton, Carolyn Foote, Sarah Ludwig, Polly Farrington and others involved in services to school libraries. I was struck by the extraordinary passion, the outstanding work happening every day  – and by common complications (in some schools) caused by the ignorance and lack of vision demonstrated by school leaders when it comes to libraries.

The reality is that teacher librarians  can be the best person to have in your school – but only if they have actually learnt how to fill that role well, and have understood and assimilated the principles of embedded librarianship.That’s what undertaking a Masters degree in Teacher Librarianship is all about! It’s an energising and complex profession that you just can’t learn on the job.

As Buffy rightly argues, we do not need to leave the role of librarian to become a better librarian.  What I sincerely believe is that we need school librarians to be recognised for their significant and vital role in the life of a school, and we need for their position to be better staffed and better supported within the school.

The School Library Journal allowed a provocative piece to inadvertantly lead a discussion that is vital to school library futures.  Linda W. Braun interviewed Sarah Ludwig, whose session I enjoyed at CIL2012,  and in showcasing how Sarah Ludwig left the library, became a tech coordinator, and forged a path to the future implied that perhaps this was a good thing.  It was not!

I believe that Next Year’s Model (term used by the school library journal)  is not the school librarian escapee – any more than the classroom escapee was ever the right person to be a school librarian!

I loved Sarah’s presentation at CIL2012, because she was engaging and clearly enjoys working hard to make a difference.  She is achieving some of what is possible as a teacher librarian.

Sarah Ludwig at CIL2012

So it was  nice – it was not innovative! The model adopted by her school was nice – it was not innovative. I’m guessing that Lorri Carroll
Director of Technology and Information Services Hamden Hall Country Day School is in fact not a qualified teacher librarian, though she certainly recongises what it is that makes Sarah’s work relevant to her school. The fact that Sarah said in the interview piece, and at the conference,  now it’s easier to get people to trust my opinion on technology, which enables me to do more than I could as a librarian is a reflection of the challenges in the teacher librarian profession.

It’s so important to look past technology, and to stay with the model that Buffy and other leading teacher librarians espouse in their work  (under circumstances that almost few Australian teacher librarians need to contend with) and to continue to shape a responce to change in the profession. This theme is not unique to school libraries – it is the same tune throughout the LIS sector.

We have had  better solutions taking shape in many Australian schools. In Hybrid Synergy – the Future of School Libraries you can read about a model that would suit Lorri and Sarah to a tee! Check out St Ignatius College, Riverview here in Sydney. They have realigned their library services to create a new hybrid synergy under the direction of the  Head of Digital Learning and Information Services (who IS a teacher librarian), supported by several  Digital Learning Facilitators who teach a subject as a classroom teacher, work with a faculty, and also support students reading, learning, and research needs in the library.  Of course, with such a commitment to empowering student learning, there are other important roles such as a Library Manager, and library and media technicians.

In other words – poor school, rich school, country or city school – we need a great teacher librarian at the helm to lead learning and innovation with and beyond technology!

Good luck to any teacher librarian of quality who becomes a curriculum leader, technology leader, Principal, or who takes on any number of other significant roles in the education sector.  Education is all the richer for it – but don’t leave for the wrong reasons!

Has the librarian left the building?

Ask yourself ~ Who is better off now? What stupid cutbacks by senior administrators has resulted in a move that will impact future generations of kids?  What is it that needs to change in our understanding of Teacher Librarianship so that we can make more of a difference? In times of economic constraint, why are school libraries under threat?  Are teacher librarians committed to keeping up-to-date? What do we need to change to improve?

The time for libraries is now!  .

Image: cc licensed ( BY SD ) flickr photo shared by heyjudegallery

Libraries and social media X

Wednesday was just the kind of day we need more of in our libraries!  Wollongong City Libraries (WCC) are taking charge of their future in a very positive way. Having decided that social media is now an essential part of the future of library services, WCC took the initiative to schedule a Staff Development Day for all the staff.

No easy thing to do – but Wollongong City and Branch Libraries closed ALL their doors on Wednesday 7 March to focus on their e-initiatives and Social Networking strategy.

The Social Networking Team has already laid the foundations for this important initiative, but the message on Wednesday was that everyone was now part of the conversation.  Their Facebook page is just the beginning of their future!

Guest speakers provided wonderful ideas to stimulate thinking to help the group discussions. I personally enjoyed the contributions from  Leanne Perry (State Library of NSW) and Kimberly Williams (University of Wollongong).

Lord Mayor Gordon Bradbery OAM dropped in to catch the vibe @ the Library Staff Development day. His words of encouragement were the best I have heard in a long time from a public figure. He was delighted with the energy of the social media shift!

Libraries represent our values, expand our minds, help in the construction of our realities and test them.  Libraries provide opportunities for the expansion of personal horizons, no matter what life circumstances have been.

One of our own CSU students, who was a keen leader in my Social Networking for Information Professionals Facebook group in 2011 was right there in the thick of it all! Fantastic work Clara!  The energy and buzz generated throughout the day was outstanding, and I know that I was the luckiest person on the planet to be there, and to have been chosen to provide the Keynote presentation for the day! Thank you Wollongong City Libraries.

cc licensed ( BY NC SD ) flickr photo shared by *MarS

Rat cunning and Library 2.0


Tonight I am in reflective mode while also being in frantic planning mode. Like anyone involved with education in Australia, we are very busy getting into a new academic year. In my case, I am working with a raft of new teachers who are learning about the challenges of being a teacher librarian.

Last week I worked with around 40 friendly folks as part of a program with the Department of Education here in NSW. These people came from a range of schools, and brought with them a range of experiences. One thing in common was enthusiasm. It reminded me of my days of training to be a TL. In one of my placements I was lucky to be mentored by a vibrant TL, whose forte was ‘rat cunning’. Looking for opportunities to work smarter, and influence your staff as often as possible was part of her overall approach to efficient management and advocacy, and underpinned her philosophy which in every way saw her and her school library address the Australian School Library Standards of Professional Excellence.

As I watch another batch of experienced teachers become students once again, I see and feel the nervousness, difficulty, confusion, and amazement that epitomizes a teacher’s discovery of what a teacher librarian actually can know and can contribute to a school. So many come into this thinking it is going to be a ‘walk in the park’. After all, they may well have seen or been in a school with library that has no teacher librarian – so in that context all they has seen is perhaps 5% of what is possible. It’s why I know that experienced Teacher Librarians are extraordinary, and that every single school and every single student deserves to have a TL leader in their school to make sense of 21st century multi-literacies.

On the other hand, there are also students who have come into the course who have a passion to be a Teacher Librarian. They already know some of the features of the job, and perhaps sense the power and magic of the possibilities. These people are looking for a life-changing transition which they want to be wonderful, colourful, and inspirational.

This week I’m also revisiting other aspects of my own TL journey. I am working with a small central school in mid-west NSW. Recently this town experienced dreadful flooding, and the school library was one of those spaces that was affected.I have worked in a variety of settings and operated with a shoestring budget. I still recall how the Principal and I re-organised the library layout with wire – literally re-shaping and re-organising the ancient library shelves to create useful and exciting spaces. I then raided the bargain bins at iKEA and the reject shops, and made that library a hub of activity. In a primary school of 400 students we ended up having a lunchtime rule – after the first 100 students got into the library, we had to shut the doors. They queued outside..waiting for their turn. And no, we had no air-conditioning!

So here I am consulting to a recently flooded central school – saved books, destroyed library. What next? Once again it’s the same issues – what exactly should a school library in a central school provide for its students? How is this achieved with budget and staffing constraints. Surprisingly the answers are the same here as they are in any school, and what the Principal is discovering is the complexity of what’s required in just the same way as my new students are surprised.

But of course the facility is only half the story. As we all know, it is what happens in the curriculum that is also critical. If you are a teacher librarian you already know the answer. My new students are barely even aware of the questions they are going to be asking themselves in a few weeks! But through all that turmoil, what is exciting is that they will make the journey. I recall last year the absolutely glorious and inspiring thoughts and ideas that some students were able to write about by mid-year.

If you are new in ETL401, and reading this – courage. You have taken the first step in the journey of transformation. Teacher librarianship is not just something extra. It’s a brainstorming, mindshifting, electrifying opportunity to meet 21st century learning needs in all its dimensions head on. Nothing can stop you after that!

cc licensed ( BY NC ) flickr photo shared by Trois Têtes (TT)