Kevin McGrath (2015) explores the trend of
innovation in school libraries and the necessity for libraries to take on new ideas
and structures to stay relevant in the current, technological society of today.
He asserts that students are better reached when their environments push them
to engage in the “4 Cs: creativity, collaboration, communication, and critical
thinking” (McGrath, 2015). Students must become comfortable and proficient with
problem solving if they are to be successful. McGrath (2015) believes that the
library should lead the way in creating maker spaces and learner-centered
environments by redesigning the space of the library and updating the methods
used to engage students while they are there.
One example of a new innovation is implemented is an
oversized touchscreen display at the entrance of the library. As used in a
Massachusetts high school, the table-sized tablet was placed at the front of
the library and available for students to use both recreationally and
academically (McGrath, 2015). Students
utilized the tablet for activities like games and digital art in a mainly
recreational and experimental way. By placing an engaging tool at the entrance
to the library, students are immediately engaged in the environment and on
familiar footing with touchscreen technology that mirrors their own tablets and
smartphones. Grabbing the attention of
the students immediately with intriguing technology opens their minds to the
library being more than a, “crowded place that houses books” (McGrath, 2015).
Having grasped the attention of students is an
accomplishment, but getting them in the doors of the library doesn’t mean they’ll
stay. The true innovation comes in the design of the library and the use of its
space. One new use of space McGrath (2015) explores is the implementation of an
Innovation Lab. The Lab is a space set aside and intended for exploratory and
investigative creative work and collaboration. Filled with new technologies and
accommodating work spaces, the Innovation Lab provides students and staff with
an area to explore and utilize the library’s resources in a project-based,
free-form environment. Once established and demonstrated as a place for
invention and presentation, students and staff learn to utilize the space for
modernized presentations like TED talks or student-initiated campaigns
(McGrath, 2015).
Ultimately, the librarian serves as the facilitator
and ‘dot-connector’ between the library’s resources, space, students, and staff
(McGrath, 2015). Sharing duty shifts and
Lab rotations, the students and staff learned to work cooperatively in a
less-structured environment where they feel more at ease than in the
traditional classroom setting. Add in open work spaces and a relevant,
up-to-date collection, and students and staff don’t only see the value of the
library but feel it and learn to take advantage of it.
Once a library has been transformed into a maker
space, the librarian can use the inspiring technologies for their own
instruction and programming. The table-sized tablet can be used to incorporate
quick, digital polls and surveys for gaining knowledge about the student
population and their interests, or possibly, it could be used to advertise
extracurricular library programming like book clubs or computer nights. In
addition, the Innovation Lab model has endless possibilities like creating a demonstration
space and using video conferencing technology for school-wide instruction about
digital citizenship, enticing students to use the space and technology
available in the lab. Ultimately, rearranging the library so it becomes a
flexible, fluid environment with emerging technologies and information creates
a community where the librarian, students, and staff can feel comfortable and
confidant to take on new information and ideas.
McGrath, K. K. (2015). School libraries and innovation. Knowledge
Quest, 43(3), 54-61.
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