7 surprising ways the public library can help you save money
Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books
Launching a Makerspace: Lessons Learned From a Transformed School Library
Navigating the 'Wild West' of Digital Collections in Schools
What Does the Next-Generation School Library Look Like?
Library for All: Free Digital Content for Developing Countries
In the Digital Age, What Becomes of the Library?
Publishers and Libraries Clash Over E-Books
Changing Policies On Digital Books Wreak Havoc on Libraries
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But did you know that libraries can help you save on other things too?\u003c/p>\n\u003cp>In some locations, you can borrow tools (saving a purchase at the hardware store), take free language classes and even get free tickets to local museums and attractions.\u003c/p>\n\u003cp>The resources that your library has to offer will depend on its size and funding, which comes in part from taxpayer dollars and donor funds. These perks are part of the public library’s mission to serve the \u003ca href=\"https://newamericans.ala.org/white-paper/part-2/assess-community-needs/\">needs of the local community\u003c/a>, says \u003ca href=\"https://milwaukeenns.org/2020/12/28/5-things-to-know-about-joan-johnson-milwaukees-new-library-director/\">Joan Johnson\u003c/a>, library director at Milwaukee Public Library. “Libraries are one of the most important parts of the social infrastructure. The possibilities for how you explore are endless.”\u003c/p>\n\u003cp>To take advantage of these money-saving benefits, sign up for a library card, says \u003ca href=\"https://www.tiktok.com/@mychal3ts\">Mychal Threets\u003c/a>, the supervising librarian at the Fairfield Civic Center Library in Fairfield, Calif. Then check out the library website or simply walk into your local library and talk to a librarian.\u003c/p>\n\u003cp>Here are 7 surprising ways the library can help you save money.\u003c/p>\n\u003ch3>1. Before you buy something, see if you can borrow it from the library\u003c/h3>\n\u003cp>Libraries offer all kinds of items on loan. “\u003ca href=\"https://solanolibrary.com/catalog/special-collections/#1611252737404-0cfc29f9-537b\">Video games\u003c/a>, \u003ca href=\"https://www.bklynlibrary.org/locations/central/musicloan\">musical instruments\u003c/a>, \u003ca href=\"https://www.grpl.org/boardgame/\">board games\u003c/a>. Some libraries have \u003ca href=\"https://nolalibrary.org/location-specific-services/cake-pans/\">bakeware collections\u003c/a> where you can get baking pans,” says Threets.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Akhila Bhat, branch manager at Harris County Public Library in Katy, Texas, says her library system has a \u003ca href=\"https://hcpl.net/blogs/post/seed-libraries-and-gardening-resources/\">seed library\u003c/a>. “Patrons can pick up seeds to start a garden and drop off seeds for others to take home and plant.”\u003c/p>\n\u003cp>Meanwhile, libraries like the Providence Public Library in Rhode Island \u003ca href=\"https://www.provlib.org/using-the-library/tools/\">have tools you can check out\u003c/a>. That includes a cordless drill, safety goggles and a laser level.\u003c/p>\n\u003ch3>2. Reserve free tickets to local museums and attractions\u003c/h3>\n\u003cp>In some places, you can get free or discounted tickets to local attractions in your city or town. The Nashville Public Library, for example, \u003ca href=\"https://library.nashville.org/services/community-passports\">offers free passes\u003c/a> to the Cheekwood Estate and Gardens (saving patrons $29 in admission fees), the Country Music Hall of Fame (saving about $28) and the National Museum of African American Music (saving about $27). And \u003ca href=\"https://www.parks.ca.gov/?page_id=30806\">library card holders in California\u003c/a> can gain free entry to over 200 state parks, \u003ca href=\"https://www.parks.ca.gov/?page_id=23887\">saving patrons $20 in entry fees\u003c/a>.\u003c/p>\n\u003ch3>3. Print out your documents at a discount\u003c/h3>\n\u003cp>You can use the computers to print out documents like plane tickets, concert tickets or shipping labels. There’s usually a small fee, but it’s often cheaper than printing at an office supply store or a shipping center, says Threets. For example, it costs \u003ca href=\"https://www.bklynlibrary.org/use-the-library/print#anchor5\">10 cents\u003c/a> to print a page in black and white at the Brooklyn Public Library in New York, and \u003ca href=\"https://www.office.fedex.com/default/copies.html?CMP=KNC-8000047-68-9-950-1110000-US-US-EN-123650:123823:2201363&gclid=Cj0KCQjwqP2pBhDMARIsAJQ0CzoVnNp_CfN8GU5F28Wv_0hYbdk6hepsPQdKcTy3eIWHXPEp6p5rd5caAvVGEALw_wcB&gclsrc=aw.ds\">23 cents\u003c/a> at Fedex.\u003c/p>\n\u003ch3>4. Get free help with homework and standardized tests\u003c/h3>\n\u003cp>Your library card may grant you access to free \u003ca href=\"https://www.brainfuse.com/highed/helpNow.asp?a_id=394E70AB&ss=&r=\">online help from expert tutors\u003c/a> or \u003ca href=\"https://www.gwinnettpl.org/news/access-tutor-com/\">Tutor.com\u003c/a>, which offers live one-on-one homework help for students in K-12 and higher education. It’s a sweet deal considering that hourly rates for a private tutor \u003ca href=\"https://tutors.com/costs/#:~:text=a%20tutor%20cost%3F-,%2425%20%2D%20%2480%20%2Fhr,%24150%20to%20%24200%20per%20month.\">can range from $25-80 an hour\u003c/a>.\u003c/p>\n\u003cp>If you’re preparing for college, check out whether your local branch has resources for standardized tests like the \u003ca href=\"https://www.broward.org/Library/Pages/SATACTProgram.aspx\">SAT or ACT\u003c/a>. Broward County Library in Florida, for example, has a free 10-hour test prep workshop for high school students \u003ca href=\"https://www.usnews.com/education/best-colleges/articles/2019-10-25/what-to-know-about-sat-prep-classes\">that can cost hundreds of dollars elsewhere\u003c/a>. Aspiring graduate students can find \u003ca href=\"https://www.norfolkpubliclibrary.org/learning-research/test-prep\">resources\u003c/a> for exams such as the GRE, LSAT, MCAT and MAT.\u003c/p>\n\u003cp>Librarians can help with school projects too. If you need to research something, they can identify relevant books or order them from other branches for you. Bhat says a lot of kids come in looking for help with biographies.\u003c/p>\n\u003ch3>5. Take free fitness, hobby and language classes\u003c/h3>\n\u003cp>Some libraries often offer fun, free programming you’d pay money for elsewhere. \u003ca href=\"https://www.queenslibrary.org/programs-activities/health-wellness/fitness-classes\">Queens Public Library\u003c/a> in New York offers workout classes ranging from yoga to tai chi to Zumba, saving patrons potentially hundreds of dollars in monthly class fees at a fitness studio.\u003c/p>\n\u003cp>Libraries can also help you find a new hobby. You can join a \u003ca href=\"https://www.madisonpubliclibrary.org/new/knitting-clubs\">knitting club\u003c/a>, learn \u003ca href=\"https://eriecounty-pa.libguides.com/c.php?g=1083575&p=7898482\">photography\u003c/a> or \u003ca href=\"https://www.cityofmadison.com/news/madison-public-librarys-naturalist-in-residence-program-encourages-madisonians-to-explore-nature\">take a class with a naturalist\u003c/a>. Some locations will even let patrons borrow the necessary gear. \u003ca href=\"https://www.sun-sentinel.com/2019/05/30/backpacks-full-of-bird-watching-supplies-available-for-checkout-at-some-county-libraries/\">Libraries in Florida\u003c/a> and \u003ca href=\"https://libwww.freelibrary.org/blog/post/4850\">Philadelphia\u003c/a>, for example, have “birding backpacks” that come equipped with items for \u003ca href=\"https://www.npr.org/2021/05/21/999050796/a-field-guide-for-fledgling-birders\">birdwatching\u003c/a>, like binoculars and field guides to help identify local birds.\u003c/p>\n\u003cp>And many libraries grant patrons access to \u003ca href=\"https://www.bpl.org/learning-tools/language-learning/\">online language learning resources\u003c/a> such as \u003ca href=\"https://warrenpl.org/language-learning/\">Mango Languages\u003c/a>, a service that has courses for over 70 languages.\u003c/p>\n\u003ch3>6. Attend free concerts and performances\u003c/h3>\n\u003cp>Save money on live music by checking out what your local branch has to offer. The New York Public Library’s performance art space, for example, has \u003ca href=\"https://www.nypl.org/events/calendar?keyword=&target%5B%5D=ad&target%5B%5D=ya&target%5B%5D=cr&city%5B%5D=bx&city%5B%5D=man&city%5B%5D=si&location=&type=4324&topic=4277&audience=&series=\">upcoming concerts\u003c/a> featuring a choir and a quartet. And people can \u003ca href=\"https://visit.lacountylibrary.org/events?r=thismonth\">watch a classical guitarist or a harpist perform\u003c/a> at different libraries in Los Angeles County.\u003c/p>\n\u003ch3>7. Access free social services\u003c/h3>\n\u003cp>In addition to recreation and entertainment, many libraries in the U.S. offer programs to support the community. People who need help finding a job can take \u003ca href=\"https://www.dclibrary.org/using-the-library/computer-classes\">computer literacy courses\u003c/a> and get assistance with \u003ca href=\"https://www.lcplin.org/job-application-help\">applications\u003c/a> and \u003ca href=\"https://www.phoenixpubliclibrary.org/browse/interest-guides/business-and-work/job-help-resources\">interview prep\u003c/a>. Immigrants can take \u003ca href=\"https://rutherfordlibrary.org/esl/\">English as a Second Language (ESL) classes\u003c/a> and \u003ca href=\"https://www.faylib.org/event/8809406\">classes\u003c/a> to prepare them for their U.S. citizenship exam.\u003c/p>\n\u003cp>Libraries also provide resources for practical matters. Around \u003ca href=\"https://www.npr.org/2023/02/22/1158816222/how-to-prepare-for-tax-season\">tax time\u003c/a>, check if there are \u003ca href=\"https://hcpl.net/tax-services/\">volunteer tax experts\u003c/a> available to give you advice and \u003ca href=\"https://kcls.org/tax-help/\">help you file for free\u003c/a>. At Threet’s library, patrons can \u003ca href=\"https://solanolibrary.com/services/lawyers-at-your-library/\">book time with a lawyer\u003c/a> if they need legal advice. “We have volunteer lawyers who will meet with people for 15 to 20 minutes at a time on a monthly basis,” he says.\u003c/p>\n\u003cp>Johnson says library resources like these aim to level the playing field. “The hope is that people use our services to educate and inform themselves, and gain wisdom about any topic under the sun.”\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The audio was edited by Meghan Keane and Sylvie Douglis. The digital story was edited by Malaka Gharib. The visual producer is Kaz Fantone.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Want more Life Kit? Subscribe to our weekly newsletter and get expert advice on topics like money, relationships, health and more. \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>Click here to subscribe now\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=7+surprising+ways+the+public+library+can+help+you+save+money&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Baking pans, legal help, language classes and more — libraries can provide so much more than books. See if your local branch offers these free or discounted resources and services. ","status":"publish","parent":0,"modified":1699369840,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1076},"headData":{"title":"7 surprising ways the public library can help you save money | KQED","description":"Baking pans, legal help, tutoring — libraries can provide so much more than books. See if your local branch offers these free or discounted resources.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Baking pans, legal help, tutoring — libraries can provide so much more than books. See if your local branch offers these free or discounted resources.","schema":{"@context":"http://schema.org","@type":"Article","headline":"7 surprising ways the public library can help you save money","datePublished":"2023-11-03T13:44:07.000Z","dateModified":"2023-11-07T15:10:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Marielle Segarra, Audrey Nguyen","nprImageAgency":"Kaz Fantone/NPR","nprStoryId":"1199885817","nprApiLink":"http://api.npr.org/query?id=1199885817&profileTypeId=15&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/10/16/1199885817/how-to-get-the-most-out-of-your-library?ft=nprml&f=1199885817","nprRetrievedStory":"1","nprPubDate":"Fri, 03 Nov 2023 09:18:00 -0400","nprStoryDate":"Mon, 16 Oct 2023 03:00:59 -0400","nprLastModifiedDate":"Fri, 03 Nov 2023 09:18:09 -0400","nprAudio":"https://play.podtrac.com/npr-510338/traffic.megaphone.fm/NPR7776218670.mp3?orgId=1&topicId=1018&aggIds=676529561&p=510338&e=1199885817&size=15057024&d=941&t=podcast&ft=nprml&f=1199885817,https://play.podtrac.com/npr-510338/ondemand.npr.org/anon.npr-mp3/npr/lifekit/2023/10/20231016_lifekit_c17ced43-f8b8-492c-9dfd-36e6cdce2cf3.mp3?orgId=1&topicId=1018&aggIds=676529561&d=941&p=510338&story=1199885817&t=podcast&e=1199885817&ft=nprml&f=1199885817","nprAudioM3u":"http://api.npr.org/m3u/11205755220-7d9551.m3u?orgId=1&topicId=1018&aggIds=676529561&p=510338&e=1199885817&size=15057024&d=941&t=podcast&ft=nprml&f=1199885817,http://api.npr.org/m3u/11205755129-1aea1b.m3u?orgId=1&topicId=1018&aggIds=676529561&d=941&p=510338&story=1199885817&t=podcast&e=1199885817&ft=nprml&f=1199885817","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62704/7-surprising-ways-the-public-library-can-help-you-save-money","audioUrl":"https://play.podtrac.com/npr-510338/traffic.megaphone.fm/NPR7776218670.mp3?orgId=1&topicId=1018&aggIds=676529561&p=510338&e=1199885817&size=15057024&d=941&t=podcast&ft=nprml&f=1199885817,https://play.podtrac.com/npr-510338/ondemand.npr.org/anon.npr-mp3/npr/lifekit/2023/10/20231016_lifekit_c17ced43-f8b8-492c-9dfd-36e6cdce2cf3.mp3?orgId=1&topicId=1018&aggIds=676529561&d=941&p=510338&story=1199885817&t=podcast&e=1199885817&ft=nprml&f=1199885817","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Everyone knows you can save money on books by checking them out at the library instead of buying them. But did you know that libraries can help you save on other things too?\u003c/p>\n\u003cp>In some locations, you can borrow tools (saving a purchase at the hardware store), take free language classes and even get free tickets to local museums and attractions.\u003c/p>\n\u003cp>The resources that your library has to offer will depend on its size and funding, which comes in part from taxpayer dollars and donor funds. These perks are part of the public library’s mission to serve the \u003ca href=\"https://newamericans.ala.org/white-paper/part-2/assess-community-needs/\">needs of the local community\u003c/a>, says \u003ca href=\"https://milwaukeenns.org/2020/12/28/5-things-to-know-about-joan-johnson-milwaukees-new-library-director/\">Joan Johnson\u003c/a>, library director at Milwaukee Public Library. “Libraries are one of the most important parts of the social infrastructure. The possibilities for how you explore are endless.”\u003c/p>\n\u003cp>To take advantage of these money-saving benefits, sign up for a library card, says \u003ca href=\"https://www.tiktok.com/@mychal3ts\">Mychal Threets\u003c/a>, the supervising librarian at the Fairfield Civic Center Library in Fairfield, Calif. Then check out the library website or simply walk into your local library and talk to a librarian.\u003c/p>\n\u003cp>Here are 7 surprising ways the library can help you save money.\u003c/p>\n\u003ch3>1. Before you buy something, see if you can borrow it from the library\u003c/h3>\n\u003cp>Libraries offer all kinds of items on loan. “\u003ca href=\"https://solanolibrary.com/catalog/special-collections/#1611252737404-0cfc29f9-537b\">Video games\u003c/a>, \u003ca href=\"https://www.bklynlibrary.org/locations/central/musicloan\">musical instruments\u003c/a>, \u003ca href=\"https://www.grpl.org/boardgame/\">board games\u003c/a>. Some libraries have \u003ca href=\"https://nolalibrary.org/location-specific-services/cake-pans/\">bakeware collections\u003c/a> where you can get baking pans,” says Threets.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Akhila Bhat, branch manager at Harris County Public Library in Katy, Texas, says her library system has a \u003ca href=\"https://hcpl.net/blogs/post/seed-libraries-and-gardening-resources/\">seed library\u003c/a>. “Patrons can pick up seeds to start a garden and drop off seeds for others to take home and plant.”\u003c/p>\n\u003cp>Meanwhile, libraries like the Providence Public Library in Rhode Island \u003ca href=\"https://www.provlib.org/using-the-library/tools/\">have tools you can check out\u003c/a>. That includes a cordless drill, safety goggles and a laser level.\u003c/p>\n\u003ch3>2. Reserve free tickets to local museums and attractions\u003c/h3>\n\u003cp>In some places, you can get free or discounted tickets to local attractions in your city or town. The Nashville Public Library, for example, \u003ca href=\"https://library.nashville.org/services/community-passports\">offers free passes\u003c/a> to the Cheekwood Estate and Gardens (saving patrons $29 in admission fees), the Country Music Hall of Fame (saving about $28) and the National Museum of African American Music (saving about $27). And \u003ca href=\"https://www.parks.ca.gov/?page_id=30806\">library card holders in California\u003c/a> can gain free entry to over 200 state parks, \u003ca href=\"https://www.parks.ca.gov/?page_id=23887\">saving patrons $20 in entry fees\u003c/a>.\u003c/p>\n\u003ch3>3. Print out your documents at a discount\u003c/h3>\n\u003cp>You can use the computers to print out documents like plane tickets, concert tickets or shipping labels. There’s usually a small fee, but it’s often cheaper than printing at an office supply store or a shipping center, says Threets. For example, it costs \u003ca href=\"https://www.bklynlibrary.org/use-the-library/print#anchor5\">10 cents\u003c/a> to print a page in black and white at the Brooklyn Public Library in New York, and \u003ca href=\"https://www.office.fedex.com/default/copies.html?CMP=KNC-8000047-68-9-950-1110000-US-US-EN-123650:123823:2201363&gclid=Cj0KCQjwqP2pBhDMARIsAJQ0CzoVnNp_CfN8GU5F28Wv_0hYbdk6hepsPQdKcTy3eIWHXPEp6p5rd5caAvVGEALw_wcB&gclsrc=aw.ds\">23 cents\u003c/a> at Fedex.\u003c/p>\n\u003ch3>4. Get free help with homework and standardized tests\u003c/h3>\n\u003cp>Your library card may grant you access to free \u003ca href=\"https://www.brainfuse.com/highed/helpNow.asp?a_id=394E70AB&ss=&r=\">online help from expert tutors\u003c/a> or \u003ca href=\"https://www.gwinnettpl.org/news/access-tutor-com/\">Tutor.com\u003c/a>, which offers live one-on-one homework help for students in K-12 and higher education. It’s a sweet deal considering that hourly rates for a private tutor \u003ca href=\"https://tutors.com/costs/#:~:text=a%20tutor%20cost%3F-,%2425%20%2D%20%2480%20%2Fhr,%24150%20to%20%24200%20per%20month.\">can range from $25-80 an hour\u003c/a>.\u003c/p>\n\u003cp>If you’re preparing for college, check out whether your local branch has resources for standardized tests like the \u003ca href=\"https://www.broward.org/Library/Pages/SATACTProgram.aspx\">SAT or ACT\u003c/a>. Broward County Library in Florida, for example, has a free 10-hour test prep workshop for high school students \u003ca href=\"https://www.usnews.com/education/best-colleges/articles/2019-10-25/what-to-know-about-sat-prep-classes\">that can cost hundreds of dollars elsewhere\u003c/a>. Aspiring graduate students can find \u003ca href=\"https://www.norfolkpubliclibrary.org/learning-research/test-prep\">resources\u003c/a> for exams such as the GRE, LSAT, MCAT and MAT.\u003c/p>\n\u003cp>Librarians can help with school projects too. If you need to research something, they can identify relevant books or order them from other branches for you. Bhat says a lot of kids come in looking for help with biographies.\u003c/p>\n\u003ch3>5. Take free fitness, hobby and language classes\u003c/h3>\n\u003cp>Some libraries often offer fun, free programming you’d pay money for elsewhere. \u003ca href=\"https://www.queenslibrary.org/programs-activities/health-wellness/fitness-classes\">Queens Public Library\u003c/a> in New York offers workout classes ranging from yoga to tai chi to Zumba, saving patrons potentially hundreds of dollars in monthly class fees at a fitness studio.\u003c/p>\n\u003cp>Libraries can also help you find a new hobby. You can join a \u003ca href=\"https://www.madisonpubliclibrary.org/new/knitting-clubs\">knitting club\u003c/a>, learn \u003ca href=\"https://eriecounty-pa.libguides.com/c.php?g=1083575&p=7898482\">photography\u003c/a> or \u003ca href=\"https://www.cityofmadison.com/news/madison-public-librarys-naturalist-in-residence-program-encourages-madisonians-to-explore-nature\">take a class with a naturalist\u003c/a>. Some locations will even let patrons borrow the necessary gear. \u003ca href=\"https://www.sun-sentinel.com/2019/05/30/backpacks-full-of-bird-watching-supplies-available-for-checkout-at-some-county-libraries/\">Libraries in Florida\u003c/a> and \u003ca href=\"https://libwww.freelibrary.org/blog/post/4850\">Philadelphia\u003c/a>, for example, have “birding backpacks” that come equipped with items for \u003ca href=\"https://www.npr.org/2021/05/21/999050796/a-field-guide-for-fledgling-birders\">birdwatching\u003c/a>, like binoculars and field guides to help identify local birds.\u003c/p>\n\u003cp>And many libraries grant patrons access to \u003ca href=\"https://www.bpl.org/learning-tools/language-learning/\">online language learning resources\u003c/a> such as \u003ca href=\"https://warrenpl.org/language-learning/\">Mango Languages\u003c/a>, a service that has courses for over 70 languages.\u003c/p>\n\u003ch3>6. Attend free concerts and performances\u003c/h3>\n\u003cp>Save money on live music by checking out what your local branch has to offer. The New York Public Library’s performance art space, for example, has \u003ca href=\"https://www.nypl.org/events/calendar?keyword=&target%5B%5D=ad&target%5B%5D=ya&target%5B%5D=cr&city%5B%5D=bx&city%5B%5D=man&city%5B%5D=si&location=&type=4324&topic=4277&audience=&series=\">upcoming concerts\u003c/a> featuring a choir and a quartet. And people can \u003ca href=\"https://visit.lacountylibrary.org/events?r=thismonth\">watch a classical guitarist or a harpist perform\u003c/a> at different libraries in Los Angeles County.\u003c/p>\n\u003ch3>7. Access free social services\u003c/h3>\n\u003cp>In addition to recreation and entertainment, many libraries in the U.S. offer programs to support the community. People who need help finding a job can take \u003ca href=\"https://www.dclibrary.org/using-the-library/computer-classes\">computer literacy courses\u003c/a> and get assistance with \u003ca href=\"https://www.lcplin.org/job-application-help\">applications\u003c/a> and \u003ca href=\"https://www.phoenixpubliclibrary.org/browse/interest-guides/business-and-work/job-help-resources\">interview prep\u003c/a>. Immigrants can take \u003ca href=\"https://rutherfordlibrary.org/esl/\">English as a Second Language (ESL) classes\u003c/a> and \u003ca href=\"https://www.faylib.org/event/8809406\">classes\u003c/a> to prepare them for their U.S. citizenship exam.\u003c/p>\n\u003cp>Libraries also provide resources for practical matters. Around \u003ca href=\"https://www.npr.org/2023/02/22/1158816222/how-to-prepare-for-tax-season\">tax time\u003c/a>, check if there are \u003ca href=\"https://hcpl.net/tax-services/\">volunteer tax experts\u003c/a> available to give you advice and \u003ca href=\"https://kcls.org/tax-help/\">help you file for free\u003c/a>. At Threet’s library, patrons can \u003ca href=\"https://solanolibrary.com/services/lawyers-at-your-library/\">book time with a lawyer\u003c/a> if they need legal advice. “We have volunteer lawyers who will meet with people for 15 to 20 minutes at a time on a monthly basis,” he says.\u003c/p>\n\u003cp>Johnson says library resources like these aim to level the playing field. “The hope is that people use our services to educate and inform themselves, and gain wisdom about any topic under the sun.”\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The audio was edited by Meghan Keane and Sylvie Douglis. The digital story was edited by Malaka Gharib. The visual producer is Kaz Fantone.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Want more Life Kit? Subscribe to our weekly newsletter and get expert advice on topics like money, relationships, health and more. \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>Click here to subscribe now\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=7+surprising+ways+the+public+library+can+help+you+save+money&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62704/7-surprising-ways-the-public-library-can-help-you-save-money","authors":["byline_mindshift_62704"],"categories":["mindshift_195","mindshift_21385"],"tags":["mindshift_895","mindshift_470","mindshift_21457"],"featImg":"mindshift_62705","label":"mindshift"},"mindshift_61018":{"type":"posts","id":"mindshift_61018","meta":{"index":"posts_1591205157","site":"mindshift","id":"61018","score":null,"sort":[1676977219000]},"guestAuthors":[],"slug":"want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books","title":"Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books","publishDate":1676977219,"format":"audio","headTitle":"Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Where have all the bookworms gone? Recreational reading has been shown to \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/07448481.2020.1728280\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reduce stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://beckman.illinois.edu/about/news/article/2022/12/05/reading-for-pleasure-can-strengthen-memory-in-older-adults-beckman-researchers-find#:~:text=The%20results%20were%20incontrovertible%3A%20in,strengthened%20older%20adults'%20memory%20skills\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">improve working memory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but fewer children are reading for fun than ever before. In recent \u003ca style=\"font-weight: 400\" href=\"https://www.pewresearch.org/fact-tank/2021/11/12/among-many-u-s-children-reading-for-fun-has-become-less-common-federal-data-shows/\" target=\"_blank\" rel=\"noopener\">surveys\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> by the National Assessment of Educational Progress, 16% of 9-year-olds said they never or hardly ever read for fun, compared to 11% in 2012 and 9% in 1984. Among 13-year-olds, that number was 29% in 2020, compared with 22% in 2012 and 8% in 1984.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Authors \u003c/span>\u003ca href=\"https://twitter.com/pacylin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grace Lin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/KateMessner\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Kate Messner\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> believe books give readers the ability to experience new worlds and empathize with others. Together they wrote \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/grace-lin/once-upon-a-book/9780316541077/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“Once Upon A Book,”\u003c/span>\u003c/a> a children’s picture book where the main character Alice is swept away on an adventure through the magic of reading.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a perfect book for everyone,” said Lin. “You just have to find it.” However, there is an art to matching kids with the right book. For parents and teachers who want children to cultivate a love of reading, Messner and Lin provided tips on how to help kids find wonder through books. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61020\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61020\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg\" alt=\"\" width=\"800\" height=\"526\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1020x670.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-160x105.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-768x505.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1536x1010.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Let kids pick their own books \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adults sometimes seek out award-winning children’s books only to find that their kid has no interest in reading them. As a parent, Lin had to reconsider her lofty expectations. “[My daughter] wanted her ‘My Little Pony’ book and she wanted Curious George stories – not even the original Curious George books, but the cheap, knock off Curious George books,” said Lin. “Letting go of this idea that I needed her to read ‘good books’ is what I think really has made her love and enjoy reading.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids have room to gravitate to the books that spark their interest, it helps them cultivate their identities as readers. Letting kids choose their own books \u003c/span>\u003ca href=\"http://teacher.scholastic.com/education/classroom-library/pdfs/The-Power-of-Reading-Choice.pdf?esp=TSO/ib/202104////label/card/classroom/reading/////\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">leads to more motivation to read and ownership over the reading process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whereas imposing a book on a child can make the child feel like reading is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51693/why-stepping-back-can-empower-kids-in-an-anxious-world\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a chore instead of a treat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What makes a great book is just the simple fact that a child loves it,” said Lin. “The fact that they’re reading is great.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just because a kid rebuffs esteemed literature, it doesn’t mean those books should be thrown out or given away. Messner recommends putting them in kids’ vicinity. When her son only wanted to read Tonka truck books from the grocery store, she still kept other books around the house.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They were always on the bookshelf and in the baskets and on the table and by the bed and all over the place,” said Messner. “When you live immersed in words like that, you eventually find your way to the other stories. And I think that’s a really powerful way to introduce kids to ideas.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC8621075589&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Give everyone access to windows, mirrors and sliding glass doors\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an author/illustrator known for bringing her Taiwanese heritage\u003c/span>\u003ca href=\"https://gracelin.com/books/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> to her work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">one of Lin’s biggest fears is that after Lunar New Year, students won’t read another book with an Asian character until the following year. When teachers only bring books about different cultures into the classroom during holidays, they’re participating in cultural tourism, Lin said. “It’s like Asians only exist during the Lunar New Year and Black people only exist in February.” She invites teachers to make sure that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">diverse books surround children every single day of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lin encourages teachers and parents to see books as windows, mirrors and sliding glass doors, a framework developed by scholar \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Books that are windows show readers new worlds, mirrors show readers themselves, and sliding glass doors allow readers to fully immerse themselves in a story. “Books as mirrors are very important because that is what gives a child a sense of self-worth,” Lin said. “It tells them that they can be the hero in a book. They can be a changemaker. They are the ones who have control in their world. And that’s something that a lot of people from marginalized groups have not had for a long time.” \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Windows and Mirrors of Your Child's Bookshelf | Grace Lin | TEDxNatick\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/_wQ8wiV3FVo?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers and parents to be tactful about how they make books as mirrors available to children of color. “My mother tried to get me to read Asian books. I wouldn’t touch them because I just didn’t want to be reminded of how different I was from my classmates,” she said. Educators and parents can make it clear that kids of any identity can and should explore diverse books. “Push the book with the Black character onto the Asian child. Push the book with the Asian character onto the white child,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Recommend books in stacks \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What Kate Messner misses most about her 15 years as a middle school English teacher is putting the perfect book into a reader’s eager hands. If a teacher has a book they think will benefit a student, she encourages them to recommend a stack of books rather than one book at a time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Instead of saying, ‘This book has an Asian character and you’re Asian, so you should read this book,’ which is awkward and uncomfortable, what we can do is say, ‘Oh, here are four books I think you might love,’” Messner explained. The four books might actually focus on another topic the student is interested in and feature at least one Asian character. “Recommending books in stacks is a really great way to introduce kids to stories, but also let them feel the ownership of choice.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61021\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61021\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg\" alt=\"\" width=\"800\" height=\"528\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1020x673.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-768x506.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1536x1013.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-2048x1350.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1920x1266.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stacks are particularly helpful when students are going through something difficult and a teacher wants to give them a book that helps them through a tough time. “I would have kids who I knew were dealing with various tough situations outside of the classroom. Maybe I knew they were struggling with a relative with addiction or maybe I knew that they had some history that was difficult,” Messner said. With these students she’d find and suggest a few books where the main characters overcame a variety of challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’d just present the stack to them and then go away, so that kid who might really need that one book can choose it themselves without me standing over their shoulder,” she said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books have the power to spark children’s interest, broaden their understanding, reflect their experiences and affirm their identities. Every time young readers feel empowered to choose a book for themselves is an opportunity to create a lasting relationship with reading.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"For parents and teachers who want to support kids’ love of reading, “Once Upon A Book” authors Grace Lin and Kate Messner’s share how to be a good book matchmaker and boost kids' motivation to read.","status":"publish","parent":0,"modified":1700528844,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1216},"headData":{"title":"Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books | KQED","description":"“Once Upon A Book” authors Grace Lin and Kate Messner’s share strategies for how to be a good book matchmaker and support kids’ love of reading.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"“Once Upon A Book” authors Grace Lin and Kate Messner’s share strategies for how to be a good book matchmaker and support kids’ love of reading.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Want kids to love reading? Authors Grace Lin and Kate Messner share how to find wonder in books","datePublished":"2023-02-21T11:00:19.000Z","dateModified":"2023-11-21T01:07:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC8621075589.mp3?updated=1676920349","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Where have all the bookworms gone? Recreational reading has been shown to \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/07448481.2020.1728280\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reduce stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://beckman.illinois.edu/about/news/article/2022/12/05/reading-for-pleasure-can-strengthen-memory-in-older-adults-beckman-researchers-find#:~:text=The%20results%20were%20incontrovertible%3A%20in,strengthened%20older%20adults'%20memory%20skills\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">improve working memory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but fewer children are reading for fun than ever before. In recent \u003ca style=\"font-weight: 400\" href=\"https://www.pewresearch.org/fact-tank/2021/11/12/among-many-u-s-children-reading-for-fun-has-become-less-common-federal-data-shows/\" target=\"_blank\" rel=\"noopener\">surveys\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> by the National Assessment of Educational Progress, 16% of 9-year-olds said they never or hardly ever read for fun, compared to 11% in 2012 and 9% in 1984. Among 13-year-olds, that number was 29% in 2020, compared with 22% in 2012 and 8% in 1984.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Authors \u003c/span>\u003ca href=\"https://twitter.com/pacylin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grace Lin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/KateMessner\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Kate Messner\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> believe books give readers the ability to experience new worlds and empathize with others. Together they wrote \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/grace-lin/once-upon-a-book/9780316541077/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“Once Upon A Book,”\u003c/span>\u003c/a> a children’s picture book where the main character Alice is swept away on an adventure through the magic of reading.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a perfect book for everyone,” said Lin. “You just have to find it.” However, there is an art to matching kids with the right book. For parents and teachers who want children to cultivate a love of reading, Messner and Lin provided tips on how to help kids find wonder through books. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61020\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61020\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg\" alt=\"\" width=\"800\" height=\"526\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1020x670.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-160x105.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-768x505.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1536x1010.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Let kids pick their own books \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adults sometimes seek out award-winning children’s books only to find that their kid has no interest in reading them. As a parent, Lin had to reconsider her lofty expectations. “[My daughter] wanted her ‘My Little Pony’ book and she wanted Curious George stories – not even the original Curious George books, but the cheap, knock off Curious George books,” said Lin. “Letting go of this idea that I needed her to read ‘good books’ is what I think really has made her love and enjoy reading.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids have room to gravitate to the books that spark their interest, it helps them cultivate their identities as readers. Letting kids choose their own books \u003c/span>\u003ca href=\"http://teacher.scholastic.com/education/classroom-library/pdfs/The-Power-of-Reading-Choice.pdf?esp=TSO/ib/202104////label/card/classroom/reading/////\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">leads to more motivation to read and ownership over the reading process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whereas imposing a book on a child can make the child feel like reading is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51693/why-stepping-back-can-empower-kids-in-an-anxious-world\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a chore instead of a treat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What makes a great book is just the simple fact that a child loves it,” said Lin. “The fact that they’re reading is great.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just because a kid rebuffs esteemed literature, it doesn’t mean those books should be thrown out or given away. Messner recommends putting them in kids’ vicinity. When her son only wanted to read Tonka truck books from the grocery store, she still kept other books around the house.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They were always on the bookshelf and in the baskets and on the table and by the bed and all over the place,” said Messner. “When you live immersed in words like that, you eventually find your way to the other stories. And I think that’s a really powerful way to introduce kids to ideas.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC8621075589&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Give everyone access to windows, mirrors and sliding glass doors\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an author/illustrator known for bringing her Taiwanese heritage\u003c/span>\u003ca href=\"https://gracelin.com/books/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> to her work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">one of Lin’s biggest fears is that after Lunar New Year, students won’t read another book with an Asian character until the following year. When teachers only bring books about different cultures into the classroom during holidays, they’re participating in cultural tourism, Lin said. “It’s like Asians only exist during the Lunar New Year and Black people only exist in February.” She invites teachers to make sure that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">diverse books surround children every single day of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lin encourages teachers and parents to see books as windows, mirrors and sliding glass doors, a framework developed by scholar \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Books that are windows show readers new worlds, mirrors show readers themselves, and sliding glass doors allow readers to fully immerse themselves in a story. “Books as mirrors are very important because that is what gives a child a sense of self-worth,” Lin said. “It tells them that they can be the hero in a book. They can be a changemaker. They are the ones who have control in their world. And that’s something that a lot of people from marginalized groups have not had for a long time.” \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Windows and Mirrors of Your Child's Bookshelf | Grace Lin | TEDxNatick\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/_wQ8wiV3FVo?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers and parents to be tactful about how they make books as mirrors available to children of color. “My mother tried to get me to read Asian books. I wouldn’t touch them because I just didn’t want to be reminded of how different I was from my classmates,” she said. Educators and parents can make it clear that kids of any identity can and should explore diverse books. “Push the book with the Black character onto the Asian child. Push the book with the Asian character onto the white child,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Recommend books in stacks \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What Kate Messner misses most about her 15 years as a middle school English teacher is putting the perfect book into a reader’s eager hands. If a teacher has a book they think will benefit a student, she encourages them to recommend a stack of books rather than one book at a time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Instead of saying, ‘This book has an Asian character and you’re Asian, so you should read this book,’ which is awkward and uncomfortable, what we can do is say, ‘Oh, here are four books I think you might love,’” Messner explained. The four books might actually focus on another topic the student is interested in and feature at least one Asian character. “Recommending books in stacks is a really great way to introduce kids to stories, but also let them feel the ownership of choice.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61021\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61021\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg\" alt=\"\" width=\"800\" height=\"528\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1020x673.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-768x506.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1536x1013.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-2048x1350.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1920x1266.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stacks are particularly helpful when students are going through something difficult and a teacher wants to give them a book that helps them through a tough time. “I would have kids who I knew were dealing with various tough situations outside of the classroom. Maybe I knew they were struggling with a relative with addiction or maybe I knew that they had some history that was difficult,” Messner said. With these students she’d find and suggest a few books where the main characters overcame a variety of challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’d just present the stack to them and then go away, so that kid who might really need that one book can choose it themselves without me standing over their shoulder,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books have the power to spark children’s interest, broaden their understanding, reflect their experiences and affirm their identities. Every time young readers feel empowered to choose a book for themselves is an opportunity to create a lasting relationship with reading.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21517","mindshift_21130","mindshift_21385","mindshift_21848","mindshift_193"],"tags":["mindshift_21319","mindshift_20997","mindshift_20646","mindshift_895","mindshift_470","mindshift_20568","mindshift_21423","mindshift_550","mindshift_21128","mindshift_21465","mindshift_21259","mindshift_21397"],"featImg":"mindshift_61075","label":"mindshift_21847"},"mindshift_45900":{"type":"posts","id":"mindshift_45900","meta":{"index":"posts_1591205157","site":"mindshift","id":"45900","score":null,"sort":[1470027049000]},"guestAuthors":[],"slug":"launching-a-makerspace-lessons-learned-from-a-transformed-school-library","title":"Launching a Makerspace: Lessons Learned From a Transformed School Library","publishDate":1470027049,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Excitement about \u003ca href=\"http://renovatedlearning.com/2015/04/02/defining-makerspaces-part-1/\" target=\"_blank\">school makerspaces \u003c/a>has been in the air, but many educators eager to create hands-on learning spaces in their schools still aren’t sure how to get started or why it’s worth the effort. New Canaan High School librarian Michelle Luhtala recently jumped headfirst into creating a makerspace in her library and documented what she learned, how her space changed and how it affected students along the way. Her experience was very different from elementary school librarian \u003ca href=\"https://expectmiraculous.com/\" target=\"_blank\">Andy Plemmons\u003c/a>, whose makerspace started with a 3-D printer obtained through a grant and blossomed into a core teaching resource at his school.\u003c/p>\n\u003cp>\u003cstrong>GETTING RID OF BOOKS\u003c/strong>\u003c/p>\n\u003cp>Luhtala is blessed with a big library, but for most of her career it has been dominated by large bookshelves. Over time, Luhtala has pared down her collection as she increased the digital reading material the library offers, but in order to make room for a makerspace she cleared out 7,000 books. She might not have had the courage to make such a drastic change if she hadn’t had the firm support, and indeed push, from her principal to create a makerspace. Luhtala kept most of her fiction and donated a lot of the nonfiction, which kids are now mostly accessing digitally anyway.\u003c/p>\n\u003cp>[gallery type=\"columns\" columns=\"2\" ids=\"45926,45937\"]\u003c/p>\n\u003cp>While Luhtala wanted open space for big making projects, she also made sure her library has comfortable sofas, quiet study carrels and a few collaborative workrooms where students can meet. She also sent a letter to students at the start of the school year explaining the changes in the library and asking them for their help throughout the year to make it the space they wanted.\u003c/p>\n\u003cfigure id=\"attachment_45929\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45929 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_3141-1440x403.jpg\" alt=\"The New Canaan library tries to create different spaces throughout the library where students can work quietly, in collaboration, or on innovative projects.\" width=\"640\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-1440x403.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-400x112.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-800x224.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-768x215.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-1180x330.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-960x269.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The New Canaan Library tries to create different spaces throughout the library where students can work quietly, in collaboration, or on innovative projects. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>IMPROVISE\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We had no budget for furniture, zero, none,” Luhtala said in an edWeb webinar. “I had this big empty space, but no furniture.” But, she found some old science tables in the district’s storage area and some unused stools to go with them. That was enough.\u003c/p>\n\u003cp>“Find the storage space for your district and see what’s available because chances are there’s stuff no one wants,” Luhtala said. “Those are conversations worth having. I encourage you to be bold.”\u003c/p>\n\u003cp>Luhtala also didn't want to over-plan what would happen in the makerspace. She wanted it to develop naturally from student interests. So, she didn’t spend much money buying materials at the outset. She picked up a few things like basic craft supplies and Legos that other teachers had recommended, but she took her cues from the students.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45931\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1440x1080.jpg\" alt=\"20523920853_4e4ead0ae5_k\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“I really didn’t want to go beyond that because I wanted to see what the kids wanted,” Luhtala said.\u003c/p>\n\u003cp>Early in the school year students immediately took over the sofa spaces, but they didn’t really know what to do with the rest of it. One day a student asked Luhtala what she was planning to do with the space. She asked what he wanted. He suggested Legos. She had those, so she brought them out. Another student suggested craft supplies. Luhtala brought those out, too. Pretty soon students were asking for all kinds of things, mostly recyclables, and Luhtala now keeps track of requests on a spreadsheet.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nEVOLUTION OF THE SPACE\u003c/strong>\u003c/p>\n\u003cp>Luhtala soon started covering the tables with butcher paper to hide the old, scratched surfaces. Teachers would often meet in the makerspace and sometimes doodle on the butcher paper. Students recognized their teachers’ artwork and soon students started doodling, too, sometimes adding to each other’s designs, but mostly respecting whatever artwork was already there.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45932\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_2831-e1469474562681-1440x908.jpg\" alt=\"IMG_2831\" width=\"640\" height=\"404\">\u003c/p>\n\u003cp>“That students and the teachers started to make those connections in the space was really important,” Luhtala said. The makerspace became a neutral place where students and teachers could create together and interact more casually. New Canaan High School has an open campus, so students come to the makerspace in their free time. Sometimes they use the space to work quietly on a project alone; other times they come in groups.\u003c/p>\n\u003cp>“Sometimes de-stressing alone is really important,” Luhtala said. She’s also found that there’s an ebb and flow to the popularity of the makerspace throughout the week. It’s usually slow on Mondays, but busy on Fridays, which Luhtala believes indicates students are prioritizing their time well. “By Friday they are ready to unwind and they are ready to get more creative,” Luhtala said.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-medium wp-image-45933\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_0923-800x233.jpg\" alt=\"IMG_0923\" width=\"800\" height=\"233\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-800x233.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-400x116.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-768x223.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-1440x419.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-1180x343.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-960x279.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Some students work on projects for class in the makerspace, and some teachers assign projects with the knowledge that the makerspace can be a resource for students. For example, students in a ninth-grade class were each assigned a planet and had to create an extraterrestrial who could survive on the conditions of that planet. Another time an English teacher asked students to create something that represented a theme or character from the most recent book they’d read.\u003c/p>\n\u003cfigure id=\"attachment_45934\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45934\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1440x1080.jpg\" alt=\"A student creation.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student creation. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They invent their own learning,” Luhtala said of the students. A few students asked for pullback motors to use with the Lego cars they had built. Luhtala immediately saw the motors were well worth the investment because they turn a Lego project into a physics experiment. Students got interested in questions of friction and started researching on their own how speed and weight affected the movement of their cars.\u003c/p>\n\u003cp>By the end of the year, the makerspace was a casual meetup area. Luhtala might be teaching a group of students about citations in the same area as another student working to build a monster truck. And teachers would sometimes hold book discussions in the makerspace, finding that students were more engaged in the conversation when they could doodle on the butcher paper or make a Lego structure at the same time.\u003c/p>\n\u003cp>\u003cstrong>TECHXPERTS\u003c/strong>\u003c/p>\n\u003cp>“\u003ca href=\"http://www.ncps-k12.org/Page/1076\" target=\"_blank\">TechXperts\u003c/a>” are student-experts that help out in the library. With the advent of the makerspace, Luhtala asked this group of students to work on a bigger project to solve a problem around the school. They decided garbage was an issue and programmed a zumba to roam around the school hallways and yell out, “hurray,” whenever someone threw a piece of garbage in the can.\u003c/p>\n\u003cp>The TechXperts have also been a huge help managing the makerspace. Each student naturally gravitated toward certain materials and tools and became the go-to person when anyone had a question about how to use them.\u003c/p>\n\u003cfigure id=\"attachment_45935\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45935\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1440x1080.jpg\" alt=\"Luhtala turned her old office into a media production room with a green screen. Students love it.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Luhtala turned her old office into a media production room with a green screen. Students love it. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Luhtala’s careful way of making sure students direct what happens in the makerspace has paid off in a number of ways. Students feel like the space is their own and work to keep it clean. Luhtala allows food in this part of the library, a move she was worried would lead to the makerspace looking like the pigsty that is the school’s cafeteria. But instead, students are careful with their food and trash. Luhtala found that when she gave students the trust and responsibility to take care of the space, they rose to the challenge.\u003c/p>\n\u003cfigure id=\"attachment_45938\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-45938\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/maker-major-400x560.png\" alt='Materials Miles put together to promote the \"Maker Major\" he helped design.' width=\"400\" height=\"560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/maker-major-400x560.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/maker-major.png 632w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Materials Miles put together to promote the \"Maker Major\" he helped design. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One student, Miles, was so excited about the makerspace that he spent an entire semester laying the groundwork for a program that would allow students to get credit for doing a large, long-term project in the makerspace. He wrote a curriculum that would require students to write a paper about their project as well as lead a workshop. He made a wiki, set up a blog, created a Twitter handle and even gathered articles and other ideas for coursework.\u003c/p>\n\u003cp>“He set up the groundwork for us to really make this meaningful so we can carry this forward,” Luhtala said. Miles will be a freshman at Duke next year. When the university accepted him they made specific note of how impressed they were at his involvement in the makerspace.\u003c/p>\n\u003cp>\u003cstrong>LOGISTICS\u003c/strong>\u003c/p>\n\u003cp>Luhtala has found that the space works best when she puts out one project at a time and rotates them frequently. That doesn’t mean students can’t use other tools, but she does try to intentionally offer up a project to spark interest. The materials are stored in labeled bins and Luhtala has put together a photo album with a picture of the item and where it is located.\u003c/p>\n\u003cp>Luhtala didn’t buy a 3-D printer until January. “I would love to say it was transformational, but it wasn’t,” Luhtala said. Students seemed more excited to make things out of recycled materials than they were about the fancier technology. That may not be true in other makerspaces, but Luhtala found that engagement and buy-in throughout the building was very high at relatively small expense in her first year of running a makerspace.\u003c/p>\n\u003cp>\u003cstrong>AN ELEMENTARY SCHOOL MAKERSPACE\u003c/strong>\u003c/p>\n\u003cp>Makerspaces can be a positive experience for kids at all ages, but there are different considerations for different grade levels. In elementary school students all have the same schedule, so a library makerspace may need to be part of the formal library program. And, unlike high school where students can manage the space, little kids need more supervision.\u003c/p>\n\u003cfigure id=\"attachment_45902\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45902 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/plemmons.png\" alt=\"plemmons\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/plemmons.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/plemmons-400x300.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy Andy Plemmons \u003ccite>(Courtesy of Andy Plemmons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My first big challenge was how to balance matching curriculum and giving students some free opportunity to explore,” said Andy Plemmons, the librarian at David C Barrow Elementary in Athens, Georgia. He has facilitated a makerspace for the past several years. Demand is so high he often must choose between using the space to support teachers in curriculum-based projects and honoring the learning that happens when kids have freedom to tinker and pursue their own projects.\u003c/p>\n\u003cp>“It seems to me that when kids come into the makerspace, they sort of all get put on the same level,” Plemmons said. “Most of the stuff is new to all of them.” He says the makerspace has helped him connect with students who didn’t seem to have any interests or who are seen as behavior problems in class. Anyone can excel at making, and many kids show a different side of themselves when given the chance.\u003c/p>\n\u003cp>“You see kids jump in and start trying things and taking risks that they might not take in other subject areas,” Plemmons said. Students often have perceptions of themselves as certain kinds of learners that the makerspace can disrupt. Plemmons likes to remind students of how they struggled through a making problem when they encountered difficulty in an academic subject.\u003c/p>\n\u003cp>“When you move into an area where a student puts up a wall, you can go back to the makerspace and help them make that connection that it’s really the same type of skill for approaching a problem in another area of life,” Plemmons said.\u003c/p>\n\u003cp>Like most teachers and librarians, Plemmons wears many hats and running the makerspace is just part of his job. He encourages teachers to come to him if they have even the seed of an idea to see how the makerspace might be able to add a quality hands-on element to a unit. And, he has partnered with the University of Georgia school of education to bring in student teachers who help run the makerspace during open tinkering times. Kids come in at recess to tinker, and some teachers will even let students go to open-tinker times while the class is doing something else.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>While not every school will have a teaching college right next door, Plemmons encourages anyone planning a makerspace to think broadly about possible community partners. “A lot of times there are people who want to volunteer but don’t know what to do,” Plemmons said. He also hopes people won’t get too hung up on having a separate space. To him, a makerspace is more of an attitude and approach to learning than a physical space.\u003c/p>\n\n","blocks":[],"excerpt":"Educators share stories of year one with a school makerspace, emphasizing that the spaces thrive when they are flexible enough to meet the needs of students and teachers.","status":"publish","parent":0,"modified":1470070353,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":true,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":2076},"headData":{"title":"Launching a Makerspace: Lessons Learned From a Transformed School Library | KQED","description":"Educators share stories of year one with a school makerspace, emphasizing that the spaces thrive when they are flexible enough to meet the needs of students and teachers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Launching a Makerspace: Lessons Learned From a Transformed School Library","datePublished":"2016-08-01T04:50:49.000Z","dateModified":"2016-08-01T16:52:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45900 http://ww2.kqed.org/mindshift/?p=45900","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/31/launching-a-makerspace-lessons-learned-from-a-transformed-school-library/","disqusTitle":"Launching a Makerspace: Lessons Learned From a Transformed School Library","path":"/mindshift/45900/launching-a-makerspace-lessons-learned-from-a-transformed-school-library","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Excitement about \u003ca href=\"http://renovatedlearning.com/2015/04/02/defining-makerspaces-part-1/\" target=\"_blank\">school makerspaces \u003c/a>has been in the air, but many educators eager to create hands-on learning spaces in their schools still aren’t sure how to get started or why it’s worth the effort. New Canaan High School librarian Michelle Luhtala recently jumped headfirst into creating a makerspace in her library and documented what she learned, how her space changed and how it affected students along the way. Her experience was very different from elementary school librarian \u003ca href=\"https://expectmiraculous.com/\" target=\"_blank\">Andy Plemmons\u003c/a>, whose makerspace started with a 3-D printer obtained through a grant and blossomed into a core teaching resource at his school.\u003c/p>\n\u003cp>\u003cstrong>GETTING RID OF BOOKS\u003c/strong>\u003c/p>\n\u003cp>Luhtala is blessed with a big library, but for most of her career it has been dominated by large bookshelves. Over time, Luhtala has pared down her collection as she increased the digital reading material the library offers, but in order to make room for a makerspace she cleared out 7,000 books. She might not have had the courage to make such a drastic change if she hadn’t had the firm support, and indeed push, from her principal to create a makerspace. Luhtala kept most of her fiction and donated a lot of the nonfiction, which kids are now mostly accessing digitally anyway.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"gallery","attributes":{"named":{"type":"columns","columns":"2","ids":"45926,45937","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While Luhtala wanted open space for big making projects, she also made sure her library has comfortable sofas, quiet study carrels and a few collaborative workrooms where students can meet. She also sent a letter to students at the start of the school year explaining the changes in the library and asking them for their help throughout the year to make it the space they wanted.\u003c/p>\n\u003cfigure id=\"attachment_45929\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45929 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_3141-1440x403.jpg\" alt=\"The New Canaan library tries to create different spaces throughout the library where students can work quietly, in collaboration, or on innovative projects.\" width=\"640\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-1440x403.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-400x112.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-800x224.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-768x215.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-1180x330.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_3141-960x269.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The New Canaan Library tries to create different spaces throughout the library where students can work quietly, in collaboration, or on innovative projects. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>IMPROVISE\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We had no budget for furniture, zero, none,” Luhtala said in an edWeb webinar. “I had this big empty space, but no furniture.” But, she found some old science tables in the district’s storage area and some unused stools to go with them. That was enough.\u003c/p>\n\u003cp>“Find the storage space for your district and see what’s available because chances are there’s stuff no one wants,” Luhtala said. “Those are conversations worth having. I encourage you to be bold.”\u003c/p>\n\u003cp>Luhtala also didn't want to over-plan what would happen in the makerspace. She wanted it to develop naturally from student interests. So, she didn’t spend much money buying materials at the outset. She picked up a few things like basic craft supplies and Legos that other teachers had recommended, but she took her cues from the students.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45931\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1440x1080.jpg\" alt=\"20523920853_4e4ead0ae5_k\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/20523920853_4e4ead0ae5_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“I really didn’t want to go beyond that because I wanted to see what the kids wanted,” Luhtala said.\u003c/p>\n\u003cp>Early in the school year students immediately took over the sofa spaces, but they didn’t really know what to do with the rest of it. One day a student asked Luhtala what she was planning to do with the space. She asked what he wanted. He suggested Legos. She had those, so she brought them out. Another student suggested craft supplies. Luhtala brought those out, too. Pretty soon students were asking for all kinds of things, mostly recyclables, and Luhtala now keeps track of requests on a spreadsheet.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nEVOLUTION OF THE SPACE\u003c/strong>\u003c/p>\n\u003cp>Luhtala soon started covering the tables with butcher paper to hide the old, scratched surfaces. Teachers would often meet in the makerspace and sometimes doodle on the butcher paper. Students recognized their teachers’ artwork and soon students started doodling, too, sometimes adding to each other’s designs, but mostly respecting whatever artwork was already there.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45932\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_2831-e1469474562681-1440x908.jpg\" alt=\"IMG_2831\" width=\"640\" height=\"404\">\u003c/p>\n\u003cp>“That students and the teachers started to make those connections in the space was really important,” Luhtala said. The makerspace became a neutral place where students and teachers could create together and interact more casually. New Canaan High School has an open campus, so students come to the makerspace in their free time. Sometimes they use the space to work quietly on a project alone; other times they come in groups.\u003c/p>\n\u003cp>“Sometimes de-stressing alone is really important,” Luhtala said. She’s also found that there’s an ebb and flow to the popularity of the makerspace throughout the week. It’s usually slow on Mondays, but busy on Fridays, which Luhtala believes indicates students are prioritizing their time well. “By Friday they are ready to unwind and they are ready to get more creative,” Luhtala said.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-medium wp-image-45933\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_0923-800x233.jpg\" alt=\"IMG_0923\" width=\"800\" height=\"233\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-800x233.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-400x116.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-768x223.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-1440x419.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-1180x343.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_0923-960x279.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>Some students work on projects for class in the makerspace, and some teachers assign projects with the knowledge that the makerspace can be a resource for students. For example, students in a ninth-grade class were each assigned a planet and had to create an extraterrestrial who could survive on the conditions of that planet. Another time an English teacher asked students to create something that represented a theme or character from the most recent book they’d read.\u003c/p>\n\u003cfigure id=\"attachment_45934\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45934\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1440x1080.jpg\" alt=\"A student creation.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24746560421_9adce84e22_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A student creation. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They invent their own learning,” Luhtala said of the students. A few students asked for pullback motors to use with the Lego cars they had built. Luhtala immediately saw the motors were well worth the investment because they turn a Lego project into a physics experiment. Students got interested in questions of friction and started researching on their own how speed and weight affected the movement of their cars.\u003c/p>\n\u003cp>By the end of the year, the makerspace was a casual meetup area. Luhtala might be teaching a group of students about citations in the same area as another student working to build a monster truck. And teachers would sometimes hold book discussions in the makerspace, finding that students were more engaged in the conversation when they could doodle on the butcher paper or make a Lego structure at the same time.\u003c/p>\n\u003cp>\u003cstrong>TECHXPERTS\u003c/strong>\u003c/p>\n\u003cp>“\u003ca href=\"http://www.ncps-k12.org/Page/1076\" target=\"_blank\">TechXperts\u003c/a>” are student-experts that help out in the library. With the advent of the makerspace, Luhtala asked this group of students to work on a bigger project to solve a problem around the school. They decided garbage was an issue and programmed a zumba to roam around the school hallways and yell out, “hurray,” whenever someone threw a piece of garbage in the can.\u003c/p>\n\u003cp>The TechXperts have also been a huge help managing the makerspace. Each student naturally gravitated toward certain materials and tools and became the go-to person when anyone had a question about how to use them.\u003c/p>\n\u003cfigure id=\"attachment_45935\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-45935\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1440x1080.jpg\" alt=\"Luhtala turned her old office into a media production room with a green screen. Students love it.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/24472389839_d7e119577a_k-960x720.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Luhtala turned her old office into a media production room with a green screen. Students love it. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Luhtala’s careful way of making sure students direct what happens in the makerspace has paid off in a number of ways. Students feel like the space is their own and work to keep it clean. Luhtala allows food in this part of the library, a move she was worried would lead to the makerspace looking like the pigsty that is the school’s cafeteria. But instead, students are careful with their food and trash. Luhtala found that when she gave students the trust and responsibility to take care of the space, they rose to the challenge.\u003c/p>\n\u003cfigure id=\"attachment_45938\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-45938\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/maker-major-400x560.png\" alt='Materials Miles put together to promote the \"Maker Major\" he helped design.' width=\"400\" height=\"560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/maker-major-400x560.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/maker-major.png 632w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Materials Miles put together to promote the \"Maker Major\" he helped design. \u003ccite>(Courtesy Michelle Luhtala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One student, Miles, was so excited about the makerspace that he spent an entire semester laying the groundwork for a program that would allow students to get credit for doing a large, long-term project in the makerspace. He wrote a curriculum that would require students to write a paper about their project as well as lead a workshop. He made a wiki, set up a blog, created a Twitter handle and even gathered articles and other ideas for coursework.\u003c/p>\n\u003cp>“He set up the groundwork for us to really make this meaningful so we can carry this forward,” Luhtala said. Miles will be a freshman at Duke next year. When the university accepted him they made specific note of how impressed they were at his involvement in the makerspace.\u003c/p>\n\u003cp>\u003cstrong>LOGISTICS\u003c/strong>\u003c/p>\n\u003cp>Luhtala has found that the space works best when she puts out one project at a time and rotates them frequently. That doesn’t mean students can’t use other tools, but she does try to intentionally offer up a project to spark interest. The materials are stored in labeled bins and Luhtala has put together a photo album with a picture of the item and where it is located.\u003c/p>\n\u003cp>Luhtala didn’t buy a 3-D printer until January. “I would love to say it was transformational, but it wasn’t,” Luhtala said. Students seemed more excited to make things out of recycled materials than they were about the fancier technology. That may not be true in other makerspaces, but Luhtala found that engagement and buy-in throughout the building was very high at relatively small expense in her first year of running a makerspace.\u003c/p>\n\u003cp>\u003cstrong>AN ELEMENTARY SCHOOL MAKERSPACE\u003c/strong>\u003c/p>\n\u003cp>Makerspaces can be a positive experience for kids at all ages, but there are different considerations for different grade levels. In elementary school students all have the same schedule, so a library makerspace may need to be part of the formal library program. And, unlike high school where students can manage the space, little kids need more supervision.\u003c/p>\n\u003cfigure id=\"attachment_45902\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45902 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/plemmons.png\" alt=\"plemmons\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/plemmons.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/plemmons-400x300.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy Andy Plemmons \u003ccite>(Courtesy of Andy Plemmons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My first big challenge was how to balance matching curriculum and giving students some free opportunity to explore,” said Andy Plemmons, the librarian at David C Barrow Elementary in Athens, Georgia. He has facilitated a makerspace for the past several years. Demand is so high he often must choose between using the space to support teachers in curriculum-based projects and honoring the learning that happens when kids have freedom to tinker and pursue their own projects.\u003c/p>\n\u003cp>“It seems to me that when kids come into the makerspace, they sort of all get put on the same level,” Plemmons said. “Most of the stuff is new to all of them.” He says the makerspace has helped him connect with students who didn’t seem to have any interests or who are seen as behavior problems in class. Anyone can excel at making, and many kids show a different side of themselves when given the chance.\u003c/p>\n\u003cp>“You see kids jump in and start trying things and taking risks that they might not take in other subject areas,” Plemmons said. Students often have perceptions of themselves as certain kinds of learners that the makerspace can disrupt. Plemmons likes to remind students of how they struggled through a making problem when they encountered difficulty in an academic subject.\u003c/p>\n\u003cp>“When you move into an area where a student puts up a wall, you can go back to the makerspace and help them make that connection that it’s really the same type of skill for approaching a problem in another area of life,” Plemmons said.\u003c/p>\n\u003cp>Like most teachers and librarians, Plemmons wears many hats and running the makerspace is just part of his job. He encourages teachers to come to him if they have even the seed of an idea to see how the makerspace might be able to add a quality hands-on element to a unit. And, he has partnered with the University of Georgia school of education to bring in student teachers who help run the makerspace during open tinkering times. Kids come in at recess to tinker, and some teachers will even let students go to open-tinker times while the class is doing something else.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While not every school will have a teaching college right next door, Plemmons encourages anyone planning a makerspace to think broadly about possible community partners. “A lot of times there are people who want to volunteer but don’t know what to do,” Plemmons said. He also hopes people won’t get too hung up on having a separate space. To him, a makerspace is more of an attitude and approach to learning than a physical space.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45900/launching-a-makerspace-lessons-learned-from-a-transformed-school-library","authors":["234"],"categories":["mindshift_20579"],"tags":["mindshift_20784","mindshift_1040","mindshift_20797","mindshift_470","mindshift_20945","mindshift_21020","mindshift_975"],"featImg":"mindshift_45925","label":"mindshift"},"mindshift_44842":{"type":"posts","id":"mindshift_44842","meta":{"index":"posts_1591205157","site":"mindshift","id":"44842","score":null,"sort":[1463488704000]},"guestAuthors":[],"slug":"navigating-the-wild-west-of-digital-collections-in-schools","title":"Navigating the 'Wild West' of Digital Collections in Schools","publishDate":1463488704,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>School libraries are no longer simply quiet places for students to study or check out printed materials. Many have transformed themselves into \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/18/what-does-the-next-generation-school-library-look-like/\">vibrant hubs\u003c/a> of school life, boasting makerspaces, computer access, collaborative work areas, quiet zones, and many more ways for students to access information. Students are now using a variety of devices to do schoolwork and access textbooks or other class materials. To help meet their needs, librarians are scrambling to curate effective digital collections accessible through a variety of devices, but it’s a complicated and often expensive task.\u003c/p>\n\u003cp>“Every outgoing senior class is vastly different from every incoming freshman class,” said New Canaan High School librarian \u003ca href=\"http://mluhtala.blogspot.com/\">Michelle Luhtala\u003c/a> in an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar. “When we look at our collections, are we ready for that shift? Every year is a different cohort.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'It is still the Wild West. Things are changing before our very eyes.'\u003c/aside>\n\u003cp>Shifts in student population and usage patterns, in addition to a quickly changing media landscape, make the school librarian’s job difficult (if the school even has a librarian). While the e-book market is growing, it’s not yet clear how it will play out in schools where educators have diverse needs for books. Some e-books can only be licensed for a limited amount of time to schools, which might be a good thing if schools are constantly changing curriculum, but also means the school doesn’t own the book outright.\u003c/p>\n\u003cp>“It is still the Wild West,” Luhtala said. “Things are changing before our very eyes. That’s exciting and fascinating, but it requires a lot of attention and knowledge and it can be confusing.” In the past, Luhtala might have ordered seven print copies of a new book, now she’s ordering four print books, two e-books and an audiobook to offer various avenues for students. But it might cost $200 extra for that diversity of formats.\u003c/p>\n\u003cp>“My administrators have no idea that we don’t pay the same for an ebook as they do on Amazon,” Luhtala said. A book that costs a consumer $39 might cost a school $150, in part because if the school will own the ebook in perpetuity, many more people will read it than one consumer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And school librarians aren’t just stocking library catalogues, they’re also ordering books for courses and supporting teachers with resources. Increasingly digital access to books is part of classroom instruction. At New Canaan, students read \u003ca href=\"http://www.goodreads.com/book/show/475.Collapse\">\u003cem>Collapse: How Societies Choose to Fail or Succeed\u003c/em> \u003c/a>by Jared Diamond every year at the same time. That’s difficult for Luhtala because that particular e-book title used to only be accessible under a year-long license, even though her students are only using it for a few weeks. That money has to be spent again the following year.\u003c/p>\n\u003cp>[ted id=365]\u003c/p>\n\u003cp>\u003cstrong>DIGITAL COLLECTION CHANGES\u003c/strong>\u003c/p>\n\u003cp>The many ways schools use titles make it difficult for publishers to figure out pricing. Plus, they’re concerned about losing control over the intellectual property they’ve worked hard to create.\u003c/p>\n\u003cp>“One of the great moves that we’re seeing is that some publishers are realizing that for the same title they need to offer single user, multi user and limited licensing,” said Randal Heise, co-owner of \u003ca href=\"https://www.mackin.com/corp/\">Mackin Educational Resources\u003c/a>. Heise’s company aggregates digital content on a platform that schools use for easy access. His company is a middleman between the needs of educators and the business interests of publishers. They worked with publishers to offer an ebook sale, for example.\u003c/p>\n\u003cp>“The biggest fear, and the reason the publishers didn't just jump into the ebook world, is the infrastructure wasn’t there,” Heise said. “They’ve come into this world begrudgingly.” That’s why their recognition how schools use books -- and the necessity of various forms of licensing -- is a step in the right direction.\u003c/p>\n\u003cp>Another possible new development that hasn’t fully been fleshed out is the “classroom license,” which would give access to a book for six to nine months, during the school year. “The classroom license is really an exciting possibility,” Heise said, although he acknowledged that right now there are a lot issues with how to keep track of such licenses.\u003c/p>\n\u003cp>“If you could buy access to material for three months that you could use with your students for four-to-five dollars per student, those are some economies of scale,” Heise said. “I think it’s going to take some time for people to wrap their heads around it on both sides of the industry.”\u003c/p>\n\u003cp>This shifting landscape might lead educators to disavow digital collections completely and stick to paper books. But Luhtala doesn’t think it’s fair to give students only one way into the library’s collection. Worse, she worries it might turn them off if they can’t access their reading in ways that are most natural to them.\u003c/p>\n\u003cp>“We really want the kids to have as many avenues as possible to the collection and have the most seamless entry,” Luhtala said. “They should be able to be instructed about all of those options and have the ability to make that choice.”\u003c/p>\n\u003cp>Many librarians see the digital collection as an inevitability and are working to make publishers aware of their needs. A new advocacy organization called \u003ca href=\"http://www.mackintysl.com/\">Transform Your School Library\u003c/a> has even begun serving as an intermediary between educators and publishers. Heise helped start the organization.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Tell us what you want,” Heise said. “Tell us where you’re going. Tell us what’s not working for you. The whole industry gets better when we get better. We’re sort of the little engine that could.”\u003c/p>\n\n","blocks":[],"excerpt":"Navigating licensing and pricing for ebooks can be tricky, but increasingly necessary, as more students look for school content on their devices.","status":"publish","parent":0,"modified":1463488704,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1004},"headData":{"title":"Navigating the 'Wild West' of Digital Collections in Schools | KQED","description":"Navigating licensing and pricing for ebooks can be tricky, but increasingly necessary, as more students look for school content on their devices.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Navigating the 'Wild West' of Digital Collections in Schools","datePublished":"2016-05-17T12:38:24.000Z","dateModified":"2016-05-17T12:38:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44842 http://ww2.kqed.org/mindshift/?p=44842","disqusUrl":"https://ww2.kqed.org/mindshift/2016/05/17/navigating-the-wild-west-of-digital-collections-in-schools/","disqusTitle":"Navigating the 'Wild West' of Digital Collections in Schools","path":"/mindshift/44842/navigating-the-wild-west-of-digital-collections-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>School libraries are no longer simply quiet places for students to study or check out printed materials. Many have transformed themselves into \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/18/what-does-the-next-generation-school-library-look-like/\">vibrant hubs\u003c/a> of school life, boasting makerspaces, computer access, collaborative work areas, quiet zones, and many more ways for students to access information. Students are now using a variety of devices to do schoolwork and access textbooks or other class materials. To help meet their needs, librarians are scrambling to curate effective digital collections accessible through a variety of devices, but it’s a complicated and often expensive task.\u003c/p>\n\u003cp>“Every outgoing senior class is vastly different from every incoming freshman class,” said New Canaan High School librarian \u003ca href=\"http://mluhtala.blogspot.com/\">Michelle Luhtala\u003c/a> in an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar. “When we look at our collections, are we ready for that shift? Every year is a different cohort.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'It is still the Wild West. Things are changing before our very eyes.'\u003c/aside>\n\u003cp>Shifts in student population and usage patterns, in addition to a quickly changing media landscape, make the school librarian’s job difficult (if the school even has a librarian). While the e-book market is growing, it’s not yet clear how it will play out in schools where educators have diverse needs for books. Some e-books can only be licensed for a limited amount of time to schools, which might be a good thing if schools are constantly changing curriculum, but also means the school doesn’t own the book outright.\u003c/p>\n\u003cp>“It is still the Wild West,” Luhtala said. “Things are changing before our very eyes. That’s exciting and fascinating, but it requires a lot of attention and knowledge and it can be confusing.” In the past, Luhtala might have ordered seven print copies of a new book, now she’s ordering four print books, two e-books and an audiobook to offer various avenues for students. But it might cost $200 extra for that diversity of formats.\u003c/p>\n\u003cp>“My administrators have no idea that we don’t pay the same for an ebook as they do on Amazon,” Luhtala said. A book that costs a consumer $39 might cost a school $150, in part because if the school will own the ebook in perpetuity, many more people will read it than one consumer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And school librarians aren’t just stocking library catalogues, they’re also ordering books for courses and supporting teachers with resources. Increasingly digital access to books is part of classroom instruction. At New Canaan, students read \u003ca href=\"http://www.goodreads.com/book/show/475.Collapse\">\u003cem>Collapse: How Societies Choose to Fail or Succeed\u003c/em> \u003c/a>by Jared Diamond every year at the same time. That’s difficult for Luhtala because that particular e-book title used to only be accessible under a year-long license, even though her students are only using it for a few weeks. That money has to be spent again the following year.\u003c/p>\n\u003cp>[ted id=365]\u003c/p>\n\u003cp>\u003cstrong>DIGITAL COLLECTION CHANGES\u003c/strong>\u003c/p>\n\u003cp>The many ways schools use titles make it difficult for publishers to figure out pricing. Plus, they’re concerned about losing control over the intellectual property they’ve worked hard to create.\u003c/p>\n\u003cp>“One of the great moves that we’re seeing is that some publishers are realizing that for the same title they need to offer single user, multi user and limited licensing,” said Randal Heise, co-owner of \u003ca href=\"https://www.mackin.com/corp/\">Mackin Educational Resources\u003c/a>. Heise’s company aggregates digital content on a platform that schools use for easy access. His company is a middleman between the needs of educators and the business interests of publishers. They worked with publishers to offer an ebook sale, for example.\u003c/p>\n\u003cp>“The biggest fear, and the reason the publishers didn't just jump into the ebook world, is the infrastructure wasn’t there,” Heise said. “They’ve come into this world begrudgingly.” That’s why their recognition how schools use books -- and the necessity of various forms of licensing -- is a step in the right direction.\u003c/p>\n\u003cp>Another possible new development that hasn’t fully been fleshed out is the “classroom license,” which would give access to a book for six to nine months, during the school year. “The classroom license is really an exciting possibility,” Heise said, although he acknowledged that right now there are a lot issues with how to keep track of such licenses.\u003c/p>\n\u003cp>“If you could buy access to material for three months that you could use with your students for four-to-five dollars per student, those are some economies of scale,” Heise said. “I think it’s going to take some time for people to wrap their heads around it on both sides of the industry.”\u003c/p>\n\u003cp>This shifting landscape might lead educators to disavow digital collections completely and stick to paper books. But Luhtala doesn’t think it’s fair to give students only one way into the library’s collection. Worse, she worries it might turn them off if they can’t access their reading in ways that are most natural to them.\u003c/p>\n\u003cp>“We really want the kids to have as many avenues as possible to the collection and have the most seamless entry,” Luhtala said. “They should be able to be instructed about all of those options and have the ability to make that choice.”\u003c/p>\n\u003cp>Many librarians see the digital collection as an inevitability and are working to make publishers aware of their needs. A new advocacy organization called \u003ca href=\"http://www.mackintysl.com/\">Transform Your School Library\u003c/a> has even begun serving as an intermediary between educators and publishers. Heise helped start the organization.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Tell us what you want,” Heise said. “Tell us where you’re going. Tell us what’s not working for you. The whole industry gets better when we get better. We’re sort of the little engine that could.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44842/navigating-the-wild-west-of-digital-collections-in-schools","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_273","mindshift_20991","mindshift_20784","mindshift_1040","mindshift_470"],"featImg":"mindshift_45093","label":"mindshift"},"mindshift_36326":{"type":"posts","id":"mindshift_36326","meta":{"index":"posts_1591205157","site":"mindshift","id":"36326","score":null,"sort":[1403102740000]},"guestAuthors":[],"slug":"what-does-the-next-generation-school-library-look-like","title":"What Does the Next-Generation School Library Look Like?","publishDate":1403102740,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36351\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-36351\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/Printing_with_a_3D_printer_at_Makers_Party_Bangalore_2013_11-640x423.jpg\" alt=\"3D printers like this one can be found at Monticello High School's new library/WikiCommons\" width=\"640\" height=\"423\">\u003cfigcaption class=\"wp-caption-text\">3D printers like this one can be found at Monticello High School's new library/WikiCommons\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">At a time when public libraries are starting to offer everything from \u003ca href=\"http://www.anythinklibraries.org/news-item/anythink-garden-project-launches-spring\" target=\"_blank\">community gardening plots\u003c/a> to opportunities to \u003ca href=\"http://humanlibrary.org/toronto-reference-library-toronto-ontario-canada.html\">check out humans\u003c/a> for conversations, some school libraries are similarly re-evaluating their roles and expanding their offerings.\u003c/p>\n\u003cp>Case in point: Monticello High School in Charlottesville, Virginia. When librarian Joan Ackroyd arrived there four years ago, she found an environment very different from the “engaging, creative, fun” elementary and middle school libraries to which she was accustomed. “Its library was none of those things,” she recalls. “It was a traditional, quiet research space.”\u003c/p>\n\u003cp>Ackroyd decided this wasn’t optimal. “People no longer have to come to a library to get information,” she says, “so the library has to get people coming in for different reasons. Students need somewhere to socialize, create things and collaborate.”\u003c/p>\n\u003cp>As her first step, she and her co-librarian at the time (music teacher Dave Glover), converted a storeroom into a technology lab. They salvaged computers destined for the landfill and installed music-authoring software on them.\u003c/p>\n\u003cp>Teachers balked because the library was no longer quiet, but students liked it, and many at-risk students became frequent visitors. Some even admitted to Ackroyd that the only reason they still came to school was to go to the lab.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When the principal witnessed this new level of engagement, she decided to support a full library renovation, funded by rent collected from a company that used the space every summer. They hired an experienced library consultant and took inspiration from libraries designed for younger patrons. “We have open, flexible scheduling, and let students in even when other classes are there,” Ackroyd explains. “We also have banked computers that students can use independently, and a circulation desk in a more central area. It’s a matter of attitude, to make students feel welcome any time.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“People no longer have to come to a library to get information, so the library has to get people coming in for different reasons.\"\u003c/strong>\u003c/aside>\n\u003cp>The book collection was weeded, and shelves were moved to one wall, freeing up space for collaboration and instruction (with glass walls that serve as sound buffers but enable participants to see what’s happening in the rest of the library). Rooms that had been used for offices or storage were turned into student areas. The library now also has reading lounge areas with comfortable modular seating, as well as tables with chairs and stools that students are free to move around; two music studios; a HackerSpace (with high-tech equipment such as a microscope, 3D printer, gaming hardware and software, and a green screen for filming) and a Maker Space that also houses a 3D printer and serves as a \"hands-on” craft room where old technology can be disassembled and re-configured with other materials. In short, the Monticello Library Media Center has become a “Learning Commons.”\u003c/p>\n\u003cp>“Students work more productively in that kind of environment,” Ackroyd says. “It’s not an adversarial relationship, with teachers at the front of the room and students at their desks. It makes the teacher’s job easier and more pleasant.”\u003c/p>\n\u003cp>“Our library is now more like the workspace of the future,” adds Ackroyd’s fellow librarian, Ida Mae Craddock, who previously taught English at the school. “Kids who graduate from here will be more productive in those environments.”\u003c/p>\n\u003ch3>A New Culture Develops\u003c/h3>\n\u003cp>The new surroundings were also accompanied by a new attitude. “We went from managing students’ time to giving them ownership,” Ackroyd explains. “They’re almost out the door, and they have to be able to manage their time. We are more like an academic library now.”\u003c/p>\n\u003cp>“They need natural consequences,” Craddock adds. “What happens when adults don’t turn in our work on time? Controlling children that much and then telling them ‘goodbye’ when they turn 18 doesn’t work well.”\u003c/p>\n\u003cp>But it didn't happen overnight -- the shift entailed a transition period. “At first they came to the library to experience freedom, but they weren’t using it wisely,” Ackroyd recalls. “The first year, and even a little bit into the second year, students saw it as a place where they didn’t have to be quiet anymore, where they could come and laugh. They weren’t studying.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"3ac37f9c7addb08b02c52cc036df0eb9\"]\u003c/p>\n\u003cp>But now, accepting the responsibility that comes with freedom has become ingrained in the school culture, and new students adjust quickly. “You learn behaviors from the people around you,” Craddock notes. “They train each other, through social learning.”\u003c/p>\n\u003cp>As a result, parents’ worst fears (of “atrophy, a fate worse than death,” as Craddock puts it) haven’t materialized. “Atrophy is fairly hard to achieve here, because everything is moving,” she says, and students are either busy on their own or engaging each other.\u003c/p>\n\u003cp>Students are free to use phones and other devices. But no first-person shooter games are allowed, and the library uses county Internet filters. Students police each other if they become disruptive to others.\u003c/p>\n\u003cp>“They know we trust them, and they trust us,” Ackroyd says. “We form relationships. We circulate all the time, and try to be welcoming.”\u003c/p>\n\u003ch3>A Resource for Teachers\u003c/h3>\n\u003cp>Teachers have come around to embrace the “Learning Commons,” holding classes there when they want to conduct lessons that require research, equipment, additional space, personnel or expertise, or that may get messy. “All that has migrated down here,” Craddock says. “Teachers want to be creative, do interesting things, and engage students. We provide that environment.”\u003c/p>\n\u003cp>Students are free to use the library during study hall, remediation period, or during internship hours (available to juniors and seniors). They can also use the library during lunch (food and drink are allowed). Some students do their internships in the library, for example by staffing the help desk or maintaining the equipment.\u003c/p>\n\u003cp>The Virginia School Boards Association recognized the library in its “Showcases for Success,” and other librarians have visited Monticello High School to inform their own practices. Many are stunned by the statistics: the “Learning Commons” logs more than 33,000 student visits per year outside class time (the school’s enrollment is 1,104).\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Visitors also ask if it’s loud and messy. “Yes, it is,” Craddock tells them,” because people are loud and messy. It’s not a problem.” To accommodate those students who still want quiet, some areas are designated as quiet spaces during certain periods. Students can also use the office for quiet study. Meanwhile, the rest of the “Learning Commons” is buzzing, which suits this new breed of librarians just fine. “It creeps me out when it’s quiet in here,” Craddock says.\u003c/p>\n\n","blocks":[],"excerpt":"A school library blossoms from a quiet reading and research space to a full-scale \"Learning Commons.\"","status":"publish","parent":0,"modified":1403117315,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1210},"headData":{"title":"What Does the Next-Generation School Library Look Like? | KQED","description":"A school library blossoms from a quiet reading and research space to a full-scale "Learning Commons."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Does the Next-Generation School Library Look Like?","datePublished":"2014-06-18T14:45:40.000Z","dateModified":"2014-06-18T18:48:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36326 http://blogs.kqed.org/mindshift/?p=36326","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/18/what-does-the-next-generation-school-library-look-like/","disqusTitle":"What Does the Next-Generation School Library Look Like?","path":"/mindshift/36326/what-does-the-next-generation-school-library-look-like","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36351\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-36351\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/Printing_with_a_3D_printer_at_Makers_Party_Bangalore_2013_11-640x423.jpg\" alt=\"3D printers like this one can be found at Monticello High School's new library/WikiCommons\" width=\"640\" height=\"423\">\u003cfigcaption class=\"wp-caption-text\">3D printers like this one can be found at Monticello High School's new library/WikiCommons\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">At a time when public libraries are starting to offer everything from \u003ca href=\"http://www.anythinklibraries.org/news-item/anythink-garden-project-launches-spring\" target=\"_blank\">community gardening plots\u003c/a> to opportunities to \u003ca href=\"http://humanlibrary.org/toronto-reference-library-toronto-ontario-canada.html\">check out humans\u003c/a> for conversations, some school libraries are similarly re-evaluating their roles and expanding their offerings.\u003c/p>\n\u003cp>Case in point: Monticello High School in Charlottesville, Virginia. When librarian Joan Ackroyd arrived there four years ago, she found an environment very different from the “engaging, creative, fun” elementary and middle school libraries to which she was accustomed. “Its library was none of those things,” she recalls. “It was a traditional, quiet research space.”\u003c/p>\n\u003cp>Ackroyd decided this wasn’t optimal. “People no longer have to come to a library to get information,” she says, “so the library has to get people coming in for different reasons. Students need somewhere to socialize, create things and collaborate.”\u003c/p>\n\u003cp>As her first step, she and her co-librarian at the time (music teacher Dave Glover), converted a storeroom into a technology lab. They salvaged computers destined for the landfill and installed music-authoring software on them.\u003c/p>\n\u003cp>Teachers balked because the library was no longer quiet, but students liked it, and many at-risk students became frequent visitors. Some even admitted to Ackroyd that the only reason they still came to school was to go to the lab.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When the principal witnessed this new level of engagement, she decided to support a full library renovation, funded by rent collected from a company that used the space every summer. They hired an experienced library consultant and took inspiration from libraries designed for younger patrons. “We have open, flexible scheduling, and let students in even when other classes are there,” Ackroyd explains. “We also have banked computers that students can use independently, and a circulation desk in a more central area. It’s a matter of attitude, to make students feel welcome any time.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“People no longer have to come to a library to get information, so the library has to get people coming in for different reasons.\"\u003c/strong>\u003c/aside>\n\u003cp>The book collection was weeded, and shelves were moved to one wall, freeing up space for collaboration and instruction (with glass walls that serve as sound buffers but enable participants to see what’s happening in the rest of the library). Rooms that had been used for offices or storage were turned into student areas. The library now also has reading lounge areas with comfortable modular seating, as well as tables with chairs and stools that students are free to move around; two music studios; a HackerSpace (with high-tech equipment such as a microscope, 3D printer, gaming hardware and software, and a green screen for filming) and a Maker Space that also houses a 3D printer and serves as a \"hands-on” craft room where old technology can be disassembled and re-configured with other materials. In short, the Monticello Library Media Center has become a “Learning Commons.”\u003c/p>\n\u003cp>“Students work more productively in that kind of environment,” Ackroyd says. “It’s not an adversarial relationship, with teachers at the front of the room and students at their desks. It makes the teacher’s job easier and more pleasant.”\u003c/p>\n\u003cp>“Our library is now more like the workspace of the future,” adds Ackroyd’s fellow librarian, Ida Mae Craddock, who previously taught English at the school. “Kids who graduate from here will be more productive in those environments.”\u003c/p>\n\u003ch3>A New Culture Develops\u003c/h3>\n\u003cp>The new surroundings were also accompanied by a new attitude. “We went from managing students’ time to giving them ownership,” Ackroyd explains. “They’re almost out the door, and they have to be able to manage their time. We are more like an academic library now.”\u003c/p>\n\u003cp>“They need natural consequences,” Craddock adds. “What happens when adults don’t turn in our work on time? Controlling children that much and then telling them ‘goodbye’ when they turn 18 doesn’t work well.”\u003c/p>\n\u003cp>But it didn't happen overnight -- the shift entailed a transition period. “At first they came to the library to experience freedom, but they weren’t using it wisely,” Ackroyd recalls. “The first year, and even a little bit into the second year, students saw it as a place where they didn’t have to be quiet anymore, where they could come and laugh. They weren’t studying.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But now, accepting the responsibility that comes with freedom has become ingrained in the school culture, and new students adjust quickly. “You learn behaviors from the people around you,” Craddock notes. “They train each other, through social learning.”\u003c/p>\n\u003cp>As a result, parents’ worst fears (of “atrophy, a fate worse than death,” as Craddock puts it) haven’t materialized. “Atrophy is fairly hard to achieve here, because everything is moving,” she says, and students are either busy on their own or engaging each other.\u003c/p>\n\u003cp>Students are free to use phones and other devices. But no first-person shooter games are allowed, and the library uses county Internet filters. Students police each other if they become disruptive to others.\u003c/p>\n\u003cp>“They know we trust them, and they trust us,” Ackroyd says. “We form relationships. We circulate all the time, and try to be welcoming.”\u003c/p>\n\u003ch3>A Resource for Teachers\u003c/h3>\n\u003cp>Teachers have come around to embrace the “Learning Commons,” holding classes there when they want to conduct lessons that require research, equipment, additional space, personnel or expertise, or that may get messy. “All that has migrated down here,” Craddock says. “Teachers want to be creative, do interesting things, and engage students. We provide that environment.”\u003c/p>\n\u003cp>Students are free to use the library during study hall, remediation period, or during internship hours (available to juniors and seniors). They can also use the library during lunch (food and drink are allowed). Some students do their internships in the library, for example by staffing the help desk or maintaining the equipment.\u003c/p>\n\u003cp>The Virginia School Boards Association recognized the library in its “Showcases for Success,” and other librarians have visited Monticello High School to inform their own practices. Many are stunned by the statistics: the “Learning Commons” logs more than 33,000 student visits per year outside class time (the school’s enrollment is 1,104).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Visitors also ask if it’s loud and messy. “Yes, it is,” Craddock tells them,” because people are loud and messy. It’s not a problem.” To accommodate those students who still want quiet, some areas are designated as quiet spaces during certain periods. Students can also use the office for quiet study. Meanwhile, the rest of the “Learning Commons” is buzzing, which suits this new breed of librarians just fine. “It creeps me out when it’s quiet in here,” Craddock says.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36326/what-does-the-next-generation-school-library-look-like","authors":["4537"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_20695","mindshift_470"],"featImg":"mindshift_36351","label":"mindshift"},"mindshift_29339":{"type":"posts","id":"mindshift_29339","meta":{"index":"posts_1591205157","site":"mindshift","id":"29339","score":null,"sort":[1371564050000]},"guestAuthors":[],"slug":"library-for-all-free-digital-content-for-developing-countries","title":"Library for All: Free Digital Content for Developing Countries","publishDate":1371564050,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_29487\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29487\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/LibraryForAll.jpg\" alt=\"LibraryForAll\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Between the high cost of buying and shipping books and the decreasing expense of buying mobile devices and services, connecting students in the developing world to badly needed educational texts and visuals is becoming more realistic, in some cases, as a digital endeavor.\u003c/p>\n\u003cp>But there's no clear evidence that just handing out classroom sets of low-cost tablets and laptops—such as those manufactured through the \u003ca href=\"http://one.laptop.org/\">One Laptop Per Child\u003c/a> campaign— will bring substantial educational change. And that's where \u003ca href=\"http://libraryforall.org/\">Library for All\u003c/a> hopes to step in.\u003c/p>\n\u003cp>This fall, the startup-charity hybrid out of New York is preparing to pilot in a Haitian school a mobile learning library it believes can help turn access to tablets, smartphones, and legacy phones into substantially improved access to content at resource-starved schools.\u003c/p>\n\u003cp>While much of this content is already freely available on the Web, the Library for All belief is that a formal, centralized repository will help teachers who otherwise would've struggled to locate them.\u003c/p>\n\u003cp>“A lot of the teachers we're working with, and the students also, they've never really used technology,” says Library for All co-founder and COO Tanyella Evans. “And if they're surfing the Internet to find free content they can use, it's very challenging.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The site will provide lessons, diagrams, and other resources in a less graphic, simplified form that won't cut into a school's bandwidth or data bill—which is important since pay-as-you-go data models are still common in many developing nations. With help from partner \u003ca href=\"http://www.thoughtworks.com/\">ThoughtWorks\u003c/a>* the platform will be developed on tablets kept, in part because of the belief is that students can intuitively figure out how to use tablets, Evans said.\u003c/p>\n\u003cp>The pilot will be tested in a 500-student K-9 school in Respire, Haiti. Currently, Library for All is nearing a $100,000 threshold for a \u003ca href=\"http://libraryforall.org/kickstarter\">Kickstarter campaign\u003c/a> aimed at funding elements of the program. More than half of that money will go toward creating the library itself, with help from volunteer partners Amplify, while the rest will be funneled to labor and travel expenses associated with launching the pilot, Evans said.\u003c/p>\n\u003cp>If all goes well, the hope is NGOs who are already involved in device-for-student programs around the globe will see Library for All as an intermediary that ensures quality content delivery. Sustainability, then, would mean Library for All would provide those NGOs its service for a fee, rather than running the distribution to schools around the globe itself.\u003c/p>\n\u003cp>“We're never going to distribute tablets to kids in developing countries,” Evans said. “We're about empowering those who already know the community needs and already have a lab or tablets and don't know what to do with them.”\u003c/p>\n\u003cp>Here's more about what Evans and the team at Library for All will be evaluating during the pilot:\u003c/p>\n\u003cp>\u003cstrong>PLATFORM FUNCTIONALITY\u003c/strong>\u003c/p>\n\u003cp>A key question is whether the library will be able to feature visual content—maps, diagrams, and illustrations—that is otherwise extremely rare in Haitian classrooms. Ideally, Evans said, Library for All would like to be able to at least add low-res video in some future iterations of the platform.\u003c/p>\n\u003cp>Also important, she said, will be how well the library's search functions are understood and used by teachers. Going forward, they will be tailored specifically for the needs of developing nations to specify for age-level, reading level, language, and subject.\u003c/p>\n\u003cp>\u003cstrong>TEACHER COMPREHENSION AND COMFORT\u003c/strong>\u003c/p>\n\u003cp>Library for All will actually be testing two different models of its implementation in the school in Respire, one which requires more involvement and technology mastery from each individual teacher than the other.\u003c/p>\n\u003cp>In one model, students will work with the library once a week during a session at the school media center led by a specialized instructor. In the other, devices—perhaps classroom tablet carts—will be stationed in regular classrooms to push teachers to incorporate the devices and the library within their teaching, perhaps an exceptional challenge given most teachers' lack of experience with technology.\u003c/p>\n\u003cp>\u003cstrong>WHO GETS INVOLVED?\u003c/strong>\u003c/p>\n\u003cp>Evans says Library for All has already enlisted several proprietary and open content partners, including two well-known educational names, Penguin and Scholastic, for the pilot program. Helping to grow that partner list, especially as the project expands to serve NGOs serving a wide range of language and cultural needs, will be imperative to its success. It is expected, however, that Library for All will consider whether it can serve multiple communities with the same language needs as it expands, Evans added.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*This article originally referenced Amplify as the partner company. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A startup charity is hoping to create a mobile learning library in the cloud that can help turn access to tablets, smartphones, and legacy phones into useful content at resource-starved schools in developing countries.","status":"publish","parent":0,"modified":1373572760,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":790},"headData":{"title":"Library for All: Free Digital Content for Developing Countries | KQED","description":"A startup charity is hoping to create a mobile learning library in the cloud that can help turn access to tablets, smartphones, and legacy phones into useful content at resource-starved schools in developing countries.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Library for All: Free Digital Content for Developing Countries","datePublished":"2013-06-18T14:00:50.000Z","dateModified":"2013-07-11T19:59:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"29339 http://blogs.kqed.org/mindshift/?p=29339","disqusUrl":"https://ww2.kqed.org/mindshift/2013/06/18/library-for-all-free-digital-content-for-developing-countries/","disqusTitle":"Library for All: Free Digital Content for Developing Countries","path":"/mindshift/29339/library-for-all-free-digital-content-for-developing-countries","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29487\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29487\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/LibraryForAll.jpg\" alt=\"LibraryForAll\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Between the high cost of buying and shipping books and the decreasing expense of buying mobile devices and services, connecting students in the developing world to badly needed educational texts and visuals is becoming more realistic, in some cases, as a digital endeavor.\u003c/p>\n\u003cp>But there's no clear evidence that just handing out classroom sets of low-cost tablets and laptops—such as those manufactured through the \u003ca href=\"http://one.laptop.org/\">One Laptop Per Child\u003c/a> campaign— will bring substantial educational change. And that's where \u003ca href=\"http://libraryforall.org/\">Library for All\u003c/a> hopes to step in.\u003c/p>\n\u003cp>This fall, the startup-charity hybrid out of New York is preparing to pilot in a Haitian school a mobile learning library it believes can help turn access to tablets, smartphones, and legacy phones into substantially improved access to content at resource-starved schools.\u003c/p>\n\u003cp>While much of this content is already freely available on the Web, the Library for All belief is that a formal, centralized repository will help teachers who otherwise would've struggled to locate them.\u003c/p>\n\u003cp>“A lot of the teachers we're working with, and the students also, they've never really used technology,” says Library for All co-founder and COO Tanyella Evans. “And if they're surfing the Internet to find free content they can use, it's very challenging.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The site will provide lessons, diagrams, and other resources in a less graphic, simplified form that won't cut into a school's bandwidth or data bill—which is important since pay-as-you-go data models are still common in many developing nations. With help from partner \u003ca href=\"http://www.thoughtworks.com/\">ThoughtWorks\u003c/a>* the platform will be developed on tablets kept, in part because of the belief is that students can intuitively figure out how to use tablets, Evans said.\u003c/p>\n\u003cp>The pilot will be tested in a 500-student K-9 school in Respire, Haiti. Currently, Library for All is nearing a $100,000 threshold for a \u003ca href=\"http://libraryforall.org/kickstarter\">Kickstarter campaign\u003c/a> aimed at funding elements of the program. More than half of that money will go toward creating the library itself, with help from volunteer partners Amplify, while the rest will be funneled to labor and travel expenses associated with launching the pilot, Evans said.\u003c/p>\n\u003cp>If all goes well, the hope is NGOs who are already involved in device-for-student programs around the globe will see Library for All as an intermediary that ensures quality content delivery. Sustainability, then, would mean Library for All would provide those NGOs its service for a fee, rather than running the distribution to schools around the globe itself.\u003c/p>\n\u003cp>“We're never going to distribute tablets to kids in developing countries,” Evans said. “We're about empowering those who already know the community needs and already have a lab or tablets and don't know what to do with them.”\u003c/p>\n\u003cp>Here's more about what Evans and the team at Library for All will be evaluating during the pilot:\u003c/p>\n\u003cp>\u003cstrong>PLATFORM FUNCTIONALITY\u003c/strong>\u003c/p>\n\u003cp>A key question is whether the library will be able to feature visual content—maps, diagrams, and illustrations—that is otherwise extremely rare in Haitian classrooms. Ideally, Evans said, Library for All would like to be able to at least add low-res video in some future iterations of the platform.\u003c/p>\n\u003cp>Also important, she said, will be how well the library's search functions are understood and used by teachers. Going forward, they will be tailored specifically for the needs of developing nations to specify for age-level, reading level, language, and subject.\u003c/p>\n\u003cp>\u003cstrong>TEACHER COMPREHENSION AND COMFORT\u003c/strong>\u003c/p>\n\u003cp>Library for All will actually be testing two different models of its implementation in the school in Respire, one which requires more involvement and technology mastery from each individual teacher than the other.\u003c/p>\n\u003cp>In one model, students will work with the library once a week during a session at the school media center led by a specialized instructor. In the other, devices—perhaps classroom tablet carts—will be stationed in regular classrooms to push teachers to incorporate the devices and the library within their teaching, perhaps an exceptional challenge given most teachers' lack of experience with technology.\u003c/p>\n\u003cp>\u003cstrong>WHO GETS INVOLVED?\u003c/strong>\u003c/p>\n\u003cp>Evans says Library for All has already enlisted several proprietary and open content partners, including two well-known educational names, Penguin and Scholastic, for the pilot program. Helping to grow that partner list, especially as the project expands to serve NGOs serving a wide range of language and cultural needs, will be imperative to its success. It is expected, however, that Library for All will consider whether it can serve multiple communities with the same language needs as it expands, Evans added.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*This article originally referenced Amplify as the partner company. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29339/library-for-all-free-digital-content-for-developing-countries","authors":["4411"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_470","mindshift_20519"],"featImg":"mindshift_29487","label":"mindshift"},"mindshift_29024":{"type":"posts","id":"mindshift_29024","meta":{"index":"posts_1591205157","site":"mindshift","id":"29024","score":null,"sort":[1370018258000]},"guestAuthors":[],"slug":"in-the-digital-age-what-becomes-of-the-library","title":"In the Digital Age, What Becomes of the Library?","publishDate":1370018258,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_29035\" class=\"wp-caption center\" style=\"max-width: 636px\">\u003ca href=\"http://www.flickr.com/photos/barneymoss/8403878432/sizes/z/in/photolist-dNC5gJ-7GybTY-7Ftqxp-9T3i18-7VKNJW-a9igco-7PhWCV-L3RM-gA2Ck-877YbZ-7FrnX8-7Fro1c-7PhWCM-7PhWCP-9rhZMM-877YiR-87baA7-9kKmZC-7Lfmtf-87bat9-bCmPMN-aoUasH-7PQjCz-7PTDm5-7PQjzF-aXWDzt-5XfPgs-aoWSLo-8UEWTg-8R2kKs-8YdExL-8B82iS-7FM12R-8XYUmy-7PQjBc-7wWSYU-8DF6iD-8B897W-8B52Vi-8B52Rx-7JywR2-7Fvh6y-7FrnMz-7KgJJQ-81SGEt-81VR5E-7YSpdV-7V6Mcm-7FgQy8-8GnH5p-87baCW/http://\">\u003cimg class=\"size-full wp-image-29035\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/library.jpg\" alt=\"library\" width=\"636\" height=\"358\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/library.jpg 636w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/library-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/library-320x180.jpg 320w\" sizes=\"(max-width: 636px) 100vw, 636px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nashville’s Main Public Library, located in a stately building in the heart of downtown, has a children’s section filled with comfortable sitting areas, oversized art, and a state-of-the-art theater for puppet shows and interactive story time. On a recent afternoon, children of varying ages were sitting or lying on the carpet, reading alongside rows of books lined on two-tiered shelves perfectly sized for little hands. Two grade-school children sat at a row of computers, playing a learning game, while parents and caregivers checked out books via computer. A line of parents and children waited to speak with one of the two librarians on duty. Something about the scene seemed touchingly retrograde: minus the computers and modern furniture, this could have easily been a library scene from 1980 or 2013.\u003c/p>\n\u003cp>That timeless feeling, said library director Kent Oliver, is because reading, regardless of format, continues to be important. “I think most parents understand that reading is the basis of success in life, and they know that libraries are about literacy and reading, regardless of the form the public library comes in,” he said. “One of our core values here is [cultivating] the love of reading. Parents get that, and the associated programs that go on only support that and teach that.”\u003c/p>\n\u003cp>A recent \u003ca href=\"http://libraries.pewinternet.org/2013/05/01/parents-children-libraries-and-reading/\">Pew Internet study\u003c/a> on parents, reading and libraries supports Oliver’s sentiment, showing the library’s traditional purpose - providing free reading material - is also its most popular: the main reason most parents (87 percent) go to libraries is to get books for their kids.\u003c/p>\n\u003cp>But will that be changing? While no one would disagree that libraries should promote literacy, it’s hard to deny that the tech revolution is changing both how people consume books and the ways libraries present their offerings to parents and children: in some libraries, a student can \u003ca href=\"http://www.tumblebooks.com/library/asp/customer_login.asp?accessdenied=%2Flibrary%2Fasp%2Fhome_tumblebooks%2Easp\">download an ebook\u003c/a> online, use a phone app to locate reference material, make stuff in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/libraries-and-museums-set-to-become-hands-on-learning-labs/\">designated “maker spaces,” \u003c/a> take \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/books-and-band-saws-the-future-of-libraries/\">DIY classes\u003c/a>, or have a meeting at a \u003ca href=\"http://cityroom.blogs.nytimes.com/2013/05/09/at-brooklyn-librarys-new-center-books-are-secondary/?src=recg\">community multi-use space\u003c/a>. The Nashville library is currently using a MacArthur grant to create a Learning Lab where teens will be able to record music, write stories and more - a free space filled with equipment, as Oliver put it, “to create content, not just consume it.”\u003c/p>\n\u003cp>In a related Pew study on \u003ca href=\"http://libraries.pewinternet.org/2013/01/22/library-services/\">libraries and the Internet,\u003c/a> one librarian told researchers, “I believe public libraries should move away from being ‘houses of knowledge’ and move more towards being ‘houses of access.’ This is what the public is asking for and we are here to serve them.” Beyond the use of technology, many librarians think in terms of access and information being closely linked, and believe that libraries still have a responsibility to both.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“I believe public libraries should move away from being ‘houses of knowledge’ and move more towards being ‘houses of access.’ This is what the public is asking for and we are here to serve them.”\u003c/strong>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>For libraries right now, it’s not an either/or situation when it comes to information and access, said school librarian Kate Hewitt of the Far Brook School in Short Hills, New Jersey. “I try to make my library the hub of learning, collaboration, of community, of diversity, of innovation.” she said, “Libraries must evolve to meet the needs of their patrons or students, but they are also ‘conservative’ in the original sense of the word -- they conserve the knowledge our culture has amassed over time.”\u003c/p>\n\u003cp>Hewitt strives to bring print materials and digital technology together so her students can get the best of both worlds. She cites the example of the recent transition she made in moving most of the reference section to online databases. Online encyclopedias are “much more nimble and up-to-date” than print, and online entries are loaded with hyperlinks that become a gateway to other authoritative sources. A reference area becomes much richer using digital tools, she said, “but when it comes to picture books for younger readers, I would much rather have kids looking at traditional print books than apps.\"\u003c/p>\n\u003cp>For many households, the access and the information libraries offer have been interdependent long before the digital age, Kent Oliver said; without the free access the library provides, many cannot get the information they need. “I think there’s a real inaccuracy in what people think about our society, that everybody has a computer and everybody can afford to buy books, and that’s certainly not the case.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">The Public Library, Completely Re-Imagined\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>While libraries might warehouse the information in formats both print and digital, they are not the \u003cem>keepers\u003c/em> of the information, said Tiffany Verzani, Youth and Young Adult Services Manager at the Hinsdale Public Library in Hinsdale, Illinois. Much like the Internet itself, the information wants to be untethered. While her library, located in suburban Chicago, offers print and digital materials, music, DVDs, and more, she believes the library experience strives to be “self-guided exploration.” Even though her library has added tech features, like self-check and placing holds and paying fines online, she emphasizes the importance of teaching self-sufficiency to users. “We help people become more self-sufficient and the library becomes more flexible and can more quickly adapt to patron needs and wants.”\u003c/p>\n\u003ch4>\u003cstrong>WHAT'S THE FUTURE OF THE LIBRARY?\u003c/strong>\u003c/h4>\n\u003cp>When looking to the future, what else can libraries do besides provide access to learning and information, whether digitally or in print? One of the library’s most unique -- and analog -- features is the librarian, an expert who will help research topics or find answers for free.\u003c/p>\n\u003cp>“We are about helping people,” Oliver said. “One of the things I like to say is that we are one of the only institutions in our society that helps one person at a time. We are not satisfied until they’ve had their needs met.” While a majority of parents in the \u003ca href=\"http://libraries.pewinternet.org/2013/05/01/parents-children-libraries-and-reading/\">Pew study\u003c/a> said they would likely use an online research service (“ask a librarian”), administrators are quick to point out that real librarians not only find the answers, but teach patrons how to find answers for themselves -- a \"teach a man to fish\" method that works whether it’s digital, print, or do-it-yourself. “The public librarian acts as a guide to help the individual find resources,” said Youth Services Librarian and \u003ca href=\"http://www.nonfictiondetectives.com/\">blogger \u003c/a>Louise Capizzo of Scarborough, Maine. “For example, a person comes in asking for very specific medical information. We can find the answer to their query by teaching them how to use online databases.”\u003c/p>\n\u003cp>As for virtual librarians, Capizzo suggests that what a real librarian does is more useful. “Would you ask, ‘What makes teachers so vital to schools?’” she asked. “Librarians are committed to promoting lifelong learning in order to create a community of well-informed individuals. Librarians are catalysts to enlightenment for their communities.”\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“I think there's something so magical about being literally surrounded by books, able to browse and wander and discover independently.\u003c/strong>”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>How and when libraries move into the future is largely determined by budget and local politics, and make figuring out what’s next for libraries complex and murky. For many, the wish list included not the latest tech gadgets or maker spaces, but longer hours and more staff. When asked what the Nashville library was going to do with a small increase in budget spending, Oliver smiled. “We’re very excited that the mayor has given us the money to now be open on Mondays, a day which we’ve always been closed,” he said.\u003c/p>\n\u003cp>Verzani, who mentioned that each state has its own rules about how libraries are funded, said that for many cities, library services may be cut when money is needed for other things. “I do think the library of the future looks a lot like many libraries out there, but many libraries suffer from the digital divide and suffer economically and feel like they are being left behind,” she said. “Sadly, there are many libraries that do not have an IT person on staff and it's harder to update, maintain computers or create a dynamic website.”\u003c/p>\n\u003ch4>\u003cstrong>THE MAGIC OF A LIBRARY\u003c/strong>\u003c/h4>\n\u003cp>The reality of what libraries will become seems to be more complex than just incorporating e-books, apps, and creative use of space, most especially because of the unique interaction that takes place between the users, the librarians and the materials in the physical space of the library building -- something New York City parent Melissa Casey Jose calls, simply, magic.\u003c/p>\n\u003cp>“I think there's something so magical about being literally surrounded by books, able to browse and wander and discover independently. I love the community of it; we are literally borrowing/sharing these books, and the librarians are excited to help you discover and learn.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/books-and-band-saws-the-future-of-libraries/\">Books and Bandsaws, The Future of Libraries\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Gretchen Bolen of Columbia, South Carolina, said that, like many parents in the Pew study, the library is very important to her and her family. Local librarians encourage her family to check out the maximum number of books per month: 60. And while Bolen and her kids enjoy the story hour, the puppet shows, and the art, she most enjoys what her library represents: “The library is a symbol of opportunity for us. Our library provides lots of free activities and classes. There are thousands of books we could never buy. We are a working class family and the library also provides us with cultural experiences we couldn't afford to pay for. We see rich people and homeless people in our library. It truly is a melting pot of folks. A little slice of Americana. I don't think there is another place like our library in town. It really is one of my family's favorite places to visit.”\u003c/p>\n\u003cp>As libraries hurtle toward the future, moving books and services online, many strive to provide services that are relevant, but the desire to come together with like-minded individuals, searching for knowledge and information, stays the same. And if your library has been slow to move into the digital age? Capizzo suggests asking for it. “Ask yourself what you want to see in your library. Talk to your librarian. Then, advocate for those changes. You are to blame if your library doesn’t have what you want.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When asked about the future, Capizzo said, “We have no way of knowing, but we are prepared to move forward because we will be listening to what our community wants.”\u003c/p>\n\n","blocks":[],"excerpt":"The main reason most parents go to libraries is to get books for their kids. So what becomes of the magic of being surrounded by books when e-readers become more prevalent?","status":"publish","parent":0,"modified":1370968861,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1844},"headData":{"title":"In the Digital Age, What Becomes of the Library? | KQED","description":"The main reason most parents go to libraries is to get books for their kids. So what becomes of the magic of being surrounded by books when e-readers become more prevalent?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"In the Digital Age, What Becomes of the Library?","datePublished":"2013-05-31T16:37:38.000Z","dateModified":"2013-06-11T16:41:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"29024 http://blogs.kqed.org/mindshift/?p=29024","disqusUrl":"https://ww2.kqed.org/mindshift/2013/05/31/in-the-digital-age-what-becomes-of-the-library/","disqusTitle":"In the Digital Age, What Becomes of the Library?","path":"/mindshift/29024/in-the-digital-age-what-becomes-of-the-library","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29035\" class=\"wp-caption center\" style=\"max-width: 636px\">\u003ca href=\"http://www.flickr.com/photos/barneymoss/8403878432/sizes/z/in/photolist-dNC5gJ-7GybTY-7Ftqxp-9T3i18-7VKNJW-a9igco-7PhWCV-L3RM-gA2Ck-877YbZ-7FrnX8-7Fro1c-7PhWCM-7PhWCP-9rhZMM-877YiR-87baA7-9kKmZC-7Lfmtf-87bat9-bCmPMN-aoUasH-7PQjCz-7PTDm5-7PQjzF-aXWDzt-5XfPgs-aoWSLo-8UEWTg-8R2kKs-8YdExL-8B82iS-7FM12R-8XYUmy-7PQjBc-7wWSYU-8DF6iD-8B897W-8B52Vi-8B52Rx-7JywR2-7Fvh6y-7FrnMz-7KgJJQ-81SGEt-81VR5E-7YSpdV-7V6Mcm-7FgQy8-8GnH5p-87baCW/http://\">\u003cimg class=\"size-full wp-image-29035\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/library.jpg\" alt=\"library\" width=\"636\" height=\"358\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/library.jpg 636w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/library-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/library-320x180.jpg 320w\" sizes=\"(max-width: 636px) 100vw, 636px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nashville’s Main Public Library, located in a stately building in the heart of downtown, has a children’s section filled with comfortable sitting areas, oversized art, and a state-of-the-art theater for puppet shows and interactive story time. On a recent afternoon, children of varying ages were sitting or lying on the carpet, reading alongside rows of books lined on two-tiered shelves perfectly sized for little hands. Two grade-school children sat at a row of computers, playing a learning game, while parents and caregivers checked out books via computer. A line of parents and children waited to speak with one of the two librarians on duty. Something about the scene seemed touchingly retrograde: minus the computers and modern furniture, this could have easily been a library scene from 1980 or 2013.\u003c/p>\n\u003cp>That timeless feeling, said library director Kent Oliver, is because reading, regardless of format, continues to be important. “I think most parents understand that reading is the basis of success in life, and they know that libraries are about literacy and reading, regardless of the form the public library comes in,” he said. “One of our core values here is [cultivating] the love of reading. Parents get that, and the associated programs that go on only support that and teach that.”\u003c/p>\n\u003cp>A recent \u003ca href=\"http://libraries.pewinternet.org/2013/05/01/parents-children-libraries-and-reading/\">Pew Internet study\u003c/a> on parents, reading and libraries supports Oliver’s sentiment, showing the library’s traditional purpose - providing free reading material - is also its most popular: the main reason most parents (87 percent) go to libraries is to get books for their kids.\u003c/p>\n\u003cp>But will that be changing? While no one would disagree that libraries should promote literacy, it’s hard to deny that the tech revolution is changing both how people consume books and the ways libraries present their offerings to parents and children: in some libraries, a student can \u003ca href=\"http://www.tumblebooks.com/library/asp/customer_login.asp?accessdenied=%2Flibrary%2Fasp%2Fhome_tumblebooks%2Easp\">download an ebook\u003c/a> online, use a phone app to locate reference material, make stuff in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/libraries-and-museums-set-to-become-hands-on-learning-labs/\">designated “maker spaces,” \u003c/a> take \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/books-and-band-saws-the-future-of-libraries/\">DIY classes\u003c/a>, or have a meeting at a \u003ca href=\"http://cityroom.blogs.nytimes.com/2013/05/09/at-brooklyn-librarys-new-center-books-are-secondary/?src=recg\">community multi-use space\u003c/a>. The Nashville library is currently using a MacArthur grant to create a Learning Lab where teens will be able to record music, write stories and more - a free space filled with equipment, as Oliver put it, “to create content, not just consume it.”\u003c/p>\n\u003cp>In a related Pew study on \u003ca href=\"http://libraries.pewinternet.org/2013/01/22/library-services/\">libraries and the Internet,\u003c/a> one librarian told researchers, “I believe public libraries should move away from being ‘houses of knowledge’ and move more towards being ‘houses of access.’ This is what the public is asking for and we are here to serve them.” Beyond the use of technology, many librarians think in terms of access and information being closely linked, and believe that libraries still have a responsibility to both.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“I believe public libraries should move away from being ‘houses of knowledge’ and move more towards being ‘houses of access.’ This is what the public is asking for and we are here to serve them.”\u003c/strong>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>For libraries right now, it’s not an either/or situation when it comes to information and access, said school librarian Kate Hewitt of the Far Brook School in Short Hills, New Jersey. “I try to make my library the hub of learning, collaboration, of community, of diversity, of innovation.” she said, “Libraries must evolve to meet the needs of their patrons or students, but they are also ‘conservative’ in the original sense of the word -- they conserve the knowledge our culture has amassed over time.”\u003c/p>\n\u003cp>Hewitt strives to bring print materials and digital technology together so her students can get the best of both worlds. She cites the example of the recent transition she made in moving most of the reference section to online databases. Online encyclopedias are “much more nimble and up-to-date” than print, and online entries are loaded with hyperlinks that become a gateway to other authoritative sources. A reference area becomes much richer using digital tools, she said, “but when it comes to picture books for younger readers, I would much rather have kids looking at traditional print books than apps.\"\u003c/p>\n\u003cp>For many households, the access and the information libraries offer have been interdependent long before the digital age, Kent Oliver said; without the free access the library provides, many cannot get the information they need. “I think there’s a real inaccuracy in what people think about our society, that everybody has a computer and everybody can afford to buy books, and that’s certainly not the case.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">The Public Library, Completely Re-Imagined\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>While libraries might warehouse the information in formats both print and digital, they are not the \u003cem>keepers\u003c/em> of the information, said Tiffany Verzani, Youth and Young Adult Services Manager at the Hinsdale Public Library in Hinsdale, Illinois. Much like the Internet itself, the information wants to be untethered. While her library, located in suburban Chicago, offers print and digital materials, music, DVDs, and more, she believes the library experience strives to be “self-guided exploration.” Even though her library has added tech features, like self-check and placing holds and paying fines online, she emphasizes the importance of teaching self-sufficiency to users. “We help people become more self-sufficient and the library becomes more flexible and can more quickly adapt to patron needs and wants.”\u003c/p>\n\u003ch4>\u003cstrong>WHAT'S THE FUTURE OF THE LIBRARY?\u003c/strong>\u003c/h4>\n\u003cp>When looking to the future, what else can libraries do besides provide access to learning and information, whether digitally or in print? One of the library’s most unique -- and analog -- features is the librarian, an expert who will help research topics or find answers for free.\u003c/p>\n\u003cp>“We are about helping people,” Oliver said. “One of the things I like to say is that we are one of the only institutions in our society that helps one person at a time. We are not satisfied until they’ve had their needs met.” While a majority of parents in the \u003ca href=\"http://libraries.pewinternet.org/2013/05/01/parents-children-libraries-and-reading/\">Pew study\u003c/a> said they would likely use an online research service (“ask a librarian”), administrators are quick to point out that real librarians not only find the answers, but teach patrons how to find answers for themselves -- a \"teach a man to fish\" method that works whether it’s digital, print, or do-it-yourself. “The public librarian acts as a guide to help the individual find resources,” said Youth Services Librarian and \u003ca href=\"http://www.nonfictiondetectives.com/\">blogger \u003c/a>Louise Capizzo of Scarborough, Maine. “For example, a person comes in asking for very specific medical information. We can find the answer to their query by teaching them how to use online databases.”\u003c/p>\n\u003cp>As for virtual librarians, Capizzo suggests that what a real librarian does is more useful. “Would you ask, ‘What makes teachers so vital to schools?’” she asked. “Librarians are committed to promoting lifelong learning in order to create a community of well-informed individuals. Librarians are catalysts to enlightenment for their communities.”\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“I think there's something so magical about being literally surrounded by books, able to browse and wander and discover independently.\u003c/strong>”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>How and when libraries move into the future is largely determined by budget and local politics, and make figuring out what’s next for libraries complex and murky. For many, the wish list included not the latest tech gadgets or maker spaces, but longer hours and more staff. When asked what the Nashville library was going to do with a small increase in budget spending, Oliver smiled. “We’re very excited that the mayor has given us the money to now be open on Mondays, a day which we’ve always been closed,” he said.\u003c/p>\n\u003cp>Verzani, who mentioned that each state has its own rules about how libraries are funded, said that for many cities, library services may be cut when money is needed for other things. “I do think the library of the future looks a lot like many libraries out there, but many libraries suffer from the digital divide and suffer economically and feel like they are being left behind,” she said. “Sadly, there are many libraries that do not have an IT person on staff and it's harder to update, maintain computers or create a dynamic website.”\u003c/p>\n\u003ch4>\u003cstrong>THE MAGIC OF A LIBRARY\u003c/strong>\u003c/h4>\n\u003cp>The reality of what libraries will become seems to be more complex than just incorporating e-books, apps, and creative use of space, most especially because of the unique interaction that takes place between the users, the librarians and the materials in the physical space of the library building -- something New York City parent Melissa Casey Jose calls, simply, magic.\u003c/p>\n\u003cp>“I think there's something so magical about being literally surrounded by books, able to browse and wander and discover independently. I love the community of it; we are literally borrowing/sharing these books, and the librarians are excited to help you discover and learn.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/books-and-band-saws-the-future-of-libraries/\">Books and Bandsaws, The Future of Libraries\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Gretchen Bolen of Columbia, South Carolina, said that, like many parents in the Pew study, the library is very important to her and her family. Local librarians encourage her family to check out the maximum number of books per month: 60. And while Bolen and her kids enjoy the story hour, the puppet shows, and the art, she most enjoys what her library represents: “The library is a symbol of opportunity for us. Our library provides lots of free activities and classes. There are thousands of books we could never buy. We are a working class family and the library also provides us with cultural experiences we couldn't afford to pay for. We see rich people and homeless people in our library. It truly is a melting pot of folks. A little slice of Americana. I don't think there is another place like our library in town. It really is one of my family's favorite places to visit.”\u003c/p>\n\u003cp>As libraries hurtle toward the future, moving books and services online, many strive to provide services that are relevant, but the desire to come together with like-minded individuals, searching for knowledge and information, stays the same. And if your library has been slow to move into the digital age? Capizzo suggests asking for it. “Ask yourself what you want to see in your library. Talk to your librarian. Then, advocate for those changes. You are to blame if your library doesn’t have what you want.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When asked about the future, Capizzo said, “We have no way of knowing, but we are prepared to move forward because we will be listening to what our community wants.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29024/in-the-digital-age-what-becomes-of-the-library","authors":["4445"],"categories":["mindshift_195"],"tags":["mindshift_33","mindshift_470"],"featImg":"mindshift_29035","label":"mindshift"},"mindshift_22448":{"type":"posts","id":"mindshift_22448","meta":{"index":"posts_1591205157","site":"mindshift","id":"22448","score":null,"sort":[1340827128000]},"guestAuthors":[],"slug":"publishers-and-libraries-clash-over-e-books","title":"Publishers and Libraries Clash Over E-Books","publishDate":1340827128,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Hutton_SonyRdr_06441.jpg\">\u003cimg class=\"alignright size-large wp-image-22450\" title=\"Hutton_SonyRdr_06441\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Hutton_SonyRdr_06441-620x437.jpg\" alt=\"\" width=\"620\" height=\"437\">\u003c/a>By Jenny Shank\u003c/h5>\n\u003cp class=\"dropcap-serif\">A new study by the Pew Internet and American Life Project, \u003ca href=\"http://libraries.pewinternet.org/2012/06/22/libraries-patrons-and-e-books/\">Libraries, Patrons, and E-books,\u003c/a> offers a glimpse at the current state of American libraries and finds them eager to lend e-books but struggling to do so, primarily because of budget limits and restrictions publishers place on e-book lending.\u003c/p>\n\u003cp>Of America's 9,000 public library systems, 76 percent now offer e-books, up from 67 percent last year. But patrons are often unaware that libraries offer e-book lending -- 62 percent of those surveyed said they didn't know if their library lends e-books.\u003c/p>\n\u003cp>Twelve percent of e-book readers have tried borrowing digital books from a library, but indicate the process is cumbersome, with wait lists that can stretch for months, lack of availability for many titles, an inability to renew, and difficulty with the downloading process.\u003c/p>\n\u003cp>Fifty-six percent said they couldn't find the particular e-book they wanted from their library, and 18 percent said their library's e-books were incompatible with their e-reader.\u003c/p>\n\u003cp>Many patrons who borrow e-books from libraries report they don't know how to return an e-book before it's due, when it will simply disappear from their e-reader, and that lack of knowledge adds to wait list times. Some librarians are especially fond of e-books, however, because they never have to pester anyone about fines for overdue books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's clear library patrons want to borrow e-books, and libraries want to lend them, but because e-book formats, e-readers, and agreements with publishers evolve rapidly, no one has figured out how to make it all work smoothly.\u003c/p>\n\u003ch4>OLD SYSTEMS FOR NEW TECHNOLOGIES\u003c/h4>\n\u003cp>In some ways, publishers artificially impose limits on e-book lending to create the same scarcity and demand that exists with printed books. According to the report, \"In general, publishers' e-book lending restrictions often attempt to mirror the logistics of print lending -- for instance, only allowing an e-book to be lent out to one patron at a time through a 'one book, one user' arrangement.\"\u003c/p>\n\u003cp>At the same time, cuts in library budgets in recent years and publishers' restrictions on purchasing have made it impossible for libraries to acquire enough e-books to keep up with the demand. A \u003c!--more-->report released last week by the American Library Association, \"\u003ca href=\"http://www.ala.org/research/plftas/2011_2012\">Libraries Connect Communities: Public Library Funding & Technology Access Study 2011-2012\u003c/a>,\" found 56.7 percent of American libraries had reduced or flat operating budgets over the past year.\u003c/p>\n\u003cp>One librarian wrote in the Pew survey, \"We boycott HarperCollins due to their use limitations. (Books must be repurchased after 26 checkouts.) We can only purchase one copy per title from Penguin (resulting in extremely long hold lists and disgruntled patrons). Random House has upped their prices to around $100 per copy, so we are only purchasing the top 10 bestsellers from this publisher. I fear what will happen in the next year.\"\u003c/p>\n\u003cp>Some libraries simply can't keep up with the rapid changes in technology due to time and budget limits on their staff. Some librarians might know their way around a Kindle or a Nook, but not an iPad. While better-funded library districts report offering e-reader training sessions and vouchers for librarians to purchase their own e-readers, many of the librarians who responded to the survey indicate their staff is more likely to be self-taught through their own use of personal tablets and e-readers than they are to receive formal training.\u003c/p>\n\u003cp>This mirrors how the general population is learning about e-reading. According to the report, \"Many mentioned having a spouse, child, or friend who is more tech-savvy than them and serves as an inspiration or teacher.\"\u003c/p>\n\u003cp>Several librarians indicated that there is one particular staffer who understands technology better than others and fulfills that go-ask-your-little-brother role, with less tech-comfortable librarians sending people to the resident tech guru with their questions.\u003c/p>\n\u003cp>Libraries' acquisition of printed books was gradual, but many patrons expect the acquisition of e-books to be instant. Some of the surveyed e-book readers imagine a future library where every book ever published is available to patrons instantly, for free, with no wait lists or limits on checkout time.\u003c/p>\n\u003cp>But the ghosts of technologies past provide a warning for libraries that might rush to invest too many resources in one digital format. According to the report, some librarians \"mentioned cutting increasingly obsolete resources, like collections of cassettes or VHS tapes, as well as databases that are rarely used.\" Meanwhile, old-fashioned print books continue to circulate.\u003c/p>\n\u003ch4>PUBLISHERS' REVENUE\u003c/h4>\n\u003cp>While librarians disagree with the publishers' e-book policies, they seem to be working for the moment. A report from the Association of American Publishers released earlier this month showed that for the first time, American publishers are earning more revenue from e-books than hardback books. In the first quarter of 2012, e-books brought in $282.3 million, while hardbacks earned publishers $229.6 million. The revenues from paperback books still have a slight edge over those categories, but paperbacks are slipping, with earnings from adult trade paperbacks falling by 10.5 percent and adult mass-market paperbacks tumbling by 20.8 percent since last year. For publishers and writers, so far it seems the advent of e-books takes away as much as it gives.\u003c/p>\n\u003cp>The restrictions publishers place on library e-book lending are helping them maintain the delicate balance between what e-books are earning and what they are costing. Many of the people surveyed by the Pew Center indicate they find it much more convenient to simply purchase an e-book outright than to wait for it to become available at the library.\u003c/p>\n\u003ch4>NOT YOUR MOTHER'S LIBRARIAN\u003c/h4>\n\u003cp>The role of the librarian as someone eager to help patrons with their questions about the capitol of Peru or the state bird of Colorado has faded in recent years. One librarian told Pew, \"Instead of print indexes or even online databases, many people just Google everything and if they find something 'good enough,' they don't come to or contact the library for help.\"\u003c/p>\n\u003cp>Many library users indicate that most of their interaction with libraries these days is via the computer, through which they either download e-books, sign up on wait lists, or request printed books which they then pick up on the hold shelf rather than visiting the library and lingering in the stacks.\u003c/p>\n\u003cp>But that doesn't mean librarians have a lot of free time -- on the contrary, they have become even busier answering patrons' questions about technology. One librarian wrote, \"It takes a long time to explain and walk patrons through the downloading process -- about half an hour from start to finish most times -- and we often feel rushed at the public assistance desk because there are often other demands on our time.\"\u003c/p>\n\u003cp>Pew's \"Libraries, Patrons, and E-books\" report makes it clear that Americans are more interested in e-books and eager to borrow them from libraries than ever before, but the expansion of the information superhighway has happened so rapidly for everyone involved -- libraries, publishers and readers -- that it is riddled with potholes.\u003c/p>\n\u003cp>Apparently, it will take a nation of little brothers to bring us all up to e-reading speed.\u003c/p>\n\u003ch5>\u003cem>Jenny Shank is the author of the novel \"The Ringer\" (The Permanent Press, 2011), a finalist for the High Plains Book Award.\u003c/em>\u003c/h5>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>.\u003c/p>\n\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final.jpg\">\u003cimg class=\"alignleft size-thumbnail wp-image-22454\" title=\"pbs-mediashift-logo-final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"62\" height=\"62\">\u003c/a>PBS MediaShift covers the intersection of \u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1381357378,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1284},"headData":{"title":"Publishers and Libraries Clash Over E-Books | KQED","description":"By Jenny Shank A new study by the Pew Internet and American Life Project, Libraries, Patrons, and E-books, offers a glimpse at the current state of American libraries and finds them eager to lend e-books but struggling to do so, primarily because of budget limits and restrictions publishers place on e-book lending. Of America's 9,000","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Publishers and Libraries Clash Over E-Books","datePublished":"2012-06-27T19:58:48.000Z","dateModified":"2013-10-09T22:22:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"22448 http://blogs.kqed.org/mindshift/?p=22448","disqusUrl":"https://ww2.kqed.org/mindshift/2012/06/27/publishers-and-libraries-clash-over-e-books/","disqusTitle":"Publishers and Libraries Clash Over E-Books","path":"/mindshift/22448/publishers-and-libraries-clash-over-e-books","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Hutton_SonyRdr_06441.jpg\">\u003cimg class=\"alignright size-large wp-image-22450\" title=\"Hutton_SonyRdr_06441\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Hutton_SonyRdr_06441-620x437.jpg\" alt=\"\" width=\"620\" height=\"437\">\u003c/a>By Jenny Shank\u003c/h5>\n\u003cp class=\"dropcap-serif\">A new study by the Pew Internet and American Life Project, \u003ca href=\"http://libraries.pewinternet.org/2012/06/22/libraries-patrons-and-e-books/\">Libraries, Patrons, and E-books,\u003c/a> offers a glimpse at the current state of American libraries and finds them eager to lend e-books but struggling to do so, primarily because of budget limits and restrictions publishers place on e-book lending.\u003c/p>\n\u003cp>Of America's 9,000 public library systems, 76 percent now offer e-books, up from 67 percent last year. But patrons are often unaware that libraries offer e-book lending -- 62 percent of those surveyed said they didn't know if their library lends e-books.\u003c/p>\n\u003cp>Twelve percent of e-book readers have tried borrowing digital books from a library, but indicate the process is cumbersome, with wait lists that can stretch for months, lack of availability for many titles, an inability to renew, and difficulty with the downloading process.\u003c/p>\n\u003cp>Fifty-six percent said they couldn't find the particular e-book they wanted from their library, and 18 percent said their library's e-books were incompatible with their e-reader.\u003c/p>\n\u003cp>Many patrons who borrow e-books from libraries report they don't know how to return an e-book before it's due, when it will simply disappear from their e-reader, and that lack of knowledge adds to wait list times. Some librarians are especially fond of e-books, however, because they never have to pester anyone about fines for overdue books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's clear library patrons want to borrow e-books, and libraries want to lend them, but because e-book formats, e-readers, and agreements with publishers evolve rapidly, no one has figured out how to make it all work smoothly.\u003c/p>\n\u003ch4>OLD SYSTEMS FOR NEW TECHNOLOGIES\u003c/h4>\n\u003cp>In some ways, publishers artificially impose limits on e-book lending to create the same scarcity and demand that exists with printed books. According to the report, \"In general, publishers' e-book lending restrictions often attempt to mirror the logistics of print lending -- for instance, only allowing an e-book to be lent out to one patron at a time through a 'one book, one user' arrangement.\"\u003c/p>\n\u003cp>At the same time, cuts in library budgets in recent years and publishers' restrictions on purchasing have made it impossible for libraries to acquire enough e-books to keep up with the demand. A \u003c!--more-->report released last week by the American Library Association, \"\u003ca href=\"http://www.ala.org/research/plftas/2011_2012\">Libraries Connect Communities: Public Library Funding & Technology Access Study 2011-2012\u003c/a>,\" found 56.7 percent of American libraries had reduced or flat operating budgets over the past year.\u003c/p>\n\u003cp>One librarian wrote in the Pew survey, \"We boycott HarperCollins due to their use limitations. (Books must be repurchased after 26 checkouts.) We can only purchase one copy per title from Penguin (resulting in extremely long hold lists and disgruntled patrons). Random House has upped their prices to around $100 per copy, so we are only purchasing the top 10 bestsellers from this publisher. I fear what will happen in the next year.\"\u003c/p>\n\u003cp>Some libraries simply can't keep up with the rapid changes in technology due to time and budget limits on their staff. Some librarians might know their way around a Kindle or a Nook, but not an iPad. While better-funded library districts report offering e-reader training sessions and vouchers for librarians to purchase their own e-readers, many of the librarians who responded to the survey indicate their staff is more likely to be self-taught through their own use of personal tablets and e-readers than they are to receive formal training.\u003c/p>\n\u003cp>This mirrors how the general population is learning about e-reading. According to the report, \"Many mentioned having a spouse, child, or friend who is more tech-savvy than them and serves as an inspiration or teacher.\"\u003c/p>\n\u003cp>Several librarians indicated that there is one particular staffer who understands technology better than others and fulfills that go-ask-your-little-brother role, with less tech-comfortable librarians sending people to the resident tech guru with their questions.\u003c/p>\n\u003cp>Libraries' acquisition of printed books was gradual, but many patrons expect the acquisition of e-books to be instant. Some of the surveyed e-book readers imagine a future library where every book ever published is available to patrons instantly, for free, with no wait lists or limits on checkout time.\u003c/p>\n\u003cp>But the ghosts of technologies past provide a warning for libraries that might rush to invest too many resources in one digital format. According to the report, some librarians \"mentioned cutting increasingly obsolete resources, like collections of cassettes or VHS tapes, as well as databases that are rarely used.\" Meanwhile, old-fashioned print books continue to circulate.\u003c/p>\n\u003ch4>PUBLISHERS' REVENUE\u003c/h4>\n\u003cp>While librarians disagree with the publishers' e-book policies, they seem to be working for the moment. A report from the Association of American Publishers released earlier this month showed that for the first time, American publishers are earning more revenue from e-books than hardback books. In the first quarter of 2012, e-books brought in $282.3 million, while hardbacks earned publishers $229.6 million. The revenues from paperback books still have a slight edge over those categories, but paperbacks are slipping, with earnings from adult trade paperbacks falling by 10.5 percent and adult mass-market paperbacks tumbling by 20.8 percent since last year. For publishers and writers, so far it seems the advent of e-books takes away as much as it gives.\u003c/p>\n\u003cp>The restrictions publishers place on library e-book lending are helping them maintain the delicate balance between what e-books are earning and what they are costing. Many of the people surveyed by the Pew Center indicate they find it much more convenient to simply purchase an e-book outright than to wait for it to become available at the library.\u003c/p>\n\u003ch4>NOT YOUR MOTHER'S LIBRARIAN\u003c/h4>\n\u003cp>The role of the librarian as someone eager to help patrons with their questions about the capitol of Peru or the state bird of Colorado has faded in recent years. One librarian told Pew, \"Instead of print indexes or even online databases, many people just Google everything and if they find something 'good enough,' they don't come to or contact the library for help.\"\u003c/p>\n\u003cp>Many library users indicate that most of their interaction with libraries these days is via the computer, through which they either download e-books, sign up on wait lists, or request printed books which they then pick up on the hold shelf rather than visiting the library and lingering in the stacks.\u003c/p>\n\u003cp>But that doesn't mean librarians have a lot of free time -- on the contrary, they have become even busier answering patrons' questions about technology. One librarian wrote, \"It takes a long time to explain and walk patrons through the downloading process -- about half an hour from start to finish most times -- and we often feel rushed at the public assistance desk because there are often other demands on our time.\"\u003c/p>\n\u003cp>Pew's \"Libraries, Patrons, and E-books\" report makes it clear that Americans are more interested in e-books and eager to borrow them from libraries than ever before, but the expansion of the information superhighway has happened so rapidly for everyone involved -- libraries, publishers and readers -- that it is riddled with potholes.\u003c/p>\n\u003cp>Apparently, it will take a nation of little brothers to bring us all up to e-reading speed.\u003c/p>\n\u003ch5>\u003cem>Jenny Shank is the author of the novel \"The Ringer\" (The Permanent Press, 2011), a finalist for the High Plains Book Award.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>.\u003c/p>\n\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final.jpg\">\u003cimg class=\"alignleft size-thumbnail wp-image-22454\" title=\"pbs-mediashift-logo-final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"62\" height=\"62\">\u003c/a>PBS MediaShift covers the intersection of \u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/22448/publishers-and-libraries-clash-over-e-books","authors":["4354"],"categories":["mindshift_194","mindshift_195"],"tags":["mindshift_33","mindshift_360","mindshift_470"],"featImg":"mindshift_22450","label":"mindshift"},"mindshift_21177":{"type":"posts","id":"mindshift_21177","meta":{"index":"posts_1591205157","site":"mindshift","id":"21177","score":null,"sort":[1336412835000]},"guestAuthors":[],"slug":"changing-policies-on-digital-books-wreak-havoc-on-libraries","title":"Changing Policies On Digital Books Wreak Havoc on Libraries","publishDate":1336412835,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_21188\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Hutton_SonyRdr_06441.jpg\">\u003cimg class=\"size-large wp-image-21188\" title=\"Hutton_SonyRdr_0644\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Hutton_SonyRdr_06441-620x437.jpg\" alt=\"\" width=\"620\" height=\"437\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Jenny Shank\u003c/h5>\n\u003cp class=\"dropcap-serif\">Public libraries are a major hub for Americans to gain access to e-books and other digital resources. But the nation's recent economic troubles and the transition to digital books are creating major difficulties for these public institutions.\u003c/p>\n\u003cp>Last month, the American Library Association released its annual \u003ca href=\"http://www.ala.org/news/mediapresscenter/americaslibraries/soal2012\">State of America's Libraries Report\u003c/a>, and many of its findings were grim. \"Public libraries continue to be battered by a national economy whose recovery from the Great Recession is proving to be sluggish at best,\" the report concluded. Twenty-three of the 49 chief officers of state libraries surveyed indicated that their library systems faced budget cuts over the past two years. \"For three years in a row, more than 40 percent of participating states have reported decreased public library funding,\" the report states.\u003c/p>\n\u003cp>While library budget cuts continue, demand for library services has soared. Lower income and unemployed patrons often turn to local libraries as their only source of Internet access.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It will take a few years for the dust to settle.\"\u003c/p>\n\u003c/aside>\n\u003cp>At the same time, libraries have sought to accommodate Americans' ever-increasing demand for access to digital materials, a mission that has put them at odds with the publishing industry, which is struggling to retain its viability as many American readers shift toward reading books electronically and purchasing those titles from online retailers rather than traditional bookstores.\u003c/p>\n\u003cp>\"In the end, it will be a matter of leadership and vision that will guide libraries through the current conditions,\" said Jorge Martinez, director of Information Systems for the John S. and James L. Knight Foundation, which supports libraries through grants.\u003c/p>\n\u003ch4>SPARRING OVER E-BOOKS\u003c/h4>\n\u003cp>One of the biggest challenges libraries face in this new digital age is the friction in their relationship with publishers, caused largely by the advent of e-books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Publishers argue that borrowing a printed book from a library requires a patron to physically visit the building and then return a few weeks later to bring it back, which is more difficult than \u003c!--more-->purchasing it from an online retailer. When libraries allow patrons to download e-books through one click on a website, the convenience factor that might drive a reader to purchase a book is eliminated. Penguin Group recently blocked Kindle owners from the ability to download library e-books directly from their devices -- now they must transfer the e-book from the library site to a computer, and then to a Kindle.\u003c/p>\n\u003cp>Just as printed books wear out after a lot of use, some publishers require libraries to re-purchase the electronic version of popular books after a certain number of patrons view it. HarperCollins allows each copy of its e-books to be loaned up to 26 times, which a recent press release from the American Library Association described as \"arbitrary.\" The libraries then must buy the book again at a lower price.\u003c/p>\n\u003cp>Simon & Schuster, Macmillan, and Penguin do not sell e-book versions of their titles to libraries, while Hachette refuses to sell its newest e-books to libraries. Although many small presses allow unlimited e-book access to libraries, Random House is the only one of the \"Big Six\" publishers to do so -- and it recently increased its prices significantly, \"by 100-200% in March 2012,\" according to the ALA's new report.\u003c/p>\n\u003cp>Most e-books come with embedded software that creates restrictions on how they can be used, such as allowing only one library patron to borrow each copy at a time. However, on April 25, Tor/Forge Books, an imprint of Macmillan that specializes in science fiction and other genres, announced that its entire catalog of books will be offered without DRM (digital rights management) software by July.\u003c/p>\n\u003ch3>\u003c/h3>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>READ MORE:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">The Public Library, Completely Reimagined\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-public-library-as-an-incubator-for-the-arts/\">Library Becomes as an Incubator for the Arts\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/books-and-band-saws-the-future-of-libraries/\">Books and Bandsaws: the Future of Libraries\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"Library organizations are intimately involved in the ongoing discussions about digital rights management systems and some of the copyright issues associated with e-books,\" said Michael Crandall, senior lecturer and chair of the Master of Science in Information Management Program at the University of Washington's Information School. \"This is an area that will continue to evolve as the market becomes more widespread, since it impacts the way people use and share their books with each other and the way libraries are able to purchase and lend e-books.\"\u003c/p>\n\u003cp>Knight's Martinez said, \"It will take a few years for the dust to settle. Laws and contracts always seem to lag behind new technological innovations. But, it will get settled. Librarians, library service organizations, and others are engaged in trying to make sure the eventual terms and conditions for the use of digital books are ones that are fair to all involved.\"\u003c/p>\n\u003cp>For the moment, however, nothing is settled, as two industries with their backs against the wall struggle to reach a compromise.\u003c/p>\n\u003ch4>E-READER PETTING ZOOS, DIGITAL BOOKMOBILES\u003c/h4>\n\u003cp>Despite libraries' impasse with publishers over restricted e-book use, many are forging ahead in the digital realm, offering patrons new services.\u003c/p>\n\u003cp>According to the ALA's recent report, \"The proportion of U.S. libraries that made e-books available almost doubled over the past five years, climbing from 38.3 percent in 2007 to 67.2 percent in 2011.\"\u003c/p>\n\u003cp>Samantha Becker, the research project manager of the \u003ca href=\"http://tascha.washington.edu/usimpact/\">U.S. IMPACT Study at the University of Washington's Information School\u003c/a>, noted, \"The technology environment in libraries has provided a wonderful opportunity to preserve collections and enhance access to them through digitization, which many libraries are doing with out-of-print and local collections or digital artifacts. The Washington Rural Heritage project is a wonderful example.\"\u003c/p>\n\u003cp>\u003ca href=\"http://www.washingtonruralheritage.com/cdm/\">That project\u003c/a> allows users to search and access digital versions of material from libraries, heritage organizations, and private collections throughout the state of Washington. The Denver Public Library's Western History Department offers a \u003ca href=\"http://digital.denverlibrary.org/cdm/\">similar resource for photographs\u003c/a>, documents, and other materials related to the American West.\u003c/p>\n\u003ch4>THE DIGITAL DIVIDE\u003c/h4>\n\u003cp>A recent Pew Research Center report uncovered a digital divide in the use of e-books. People less likely to use e-books include Hispanics, those without a high school diploma, the unemployed, rural Americans, and those with household incomes of less than $30,000.\u003c/p>\n\u003cp>\"Without libraries, the division would be even greater, since for many people they serve as the only access point for digital information and services,\" Crandall said. \"\u003ca href=\"http://tascha.uw.edu/usimpact/us-public-library-study.html\">Our study of library computer use\u003c/a> found that for 22 percent of library computer users (age 14 and older), the library was their only source for access to computers and the Internet. This would suggest that similar restricted access would apply to e-books without libraries in the mix.\"\u003c/p>\n\u003cp>Martinez noted that libraries are finding creative ways to meet demand despite budget challenges. \"In Philadelphia they are placing equipment and trainers in community organizations to make these valuable services available to their patrons at these sites, even when their regular locations are closed due to budget cutbacks,\" he said. \"In other places, they have recreated the old bookmobile as mobile digital centers that take training, computers and Internet access to parts of their communities where there are no [library] buildings.\"\u003c/p>\n\u003cp>A \u003ca href=\"http://www.miamiherald.com/2012/04/13/2747039/beyond-books-check-out-your-public.html\">recent Op-Ed\u003c/a> put out by the Knight, Gates, and MacArthur foundations cited several other innovative uses of library resources:\u003c/p>\n\u003cblockquote>\u003cp>\"Bookmobiles have been supplemented by mobile computer labs -- visiting minority communities in St. Paul to teach digital literacy classes in Spanish, Hmong, and Somali, for example. In Dover, Mass., the library has installed QR codes around town that link signs at the market and playground to community information and services. Seattle Public Library offers live chats with librarians 24 hours a day getting answers to reference questions and live homework help.\"\u003c/p>\u003c/blockquote>\n\u003cp>It also mentioned an initiative at the main Chicago library called YOUmedia that \"lets any teen with a city library card have in-house access to computers plus video and audio recording equipment to create their own content with the help of a mentor. At another YOUmedia space in Miami, workshops help teens think critically and creatively about their lives, by teaching them to publish an autobiographical digital story, or to visualize their favorite books.\"\u003c/p>\n\u003cp>Becker said that libraries are working hard to provide access to e-reading materials, as well as helping patrons enter into the e-reading marketplace by exposing them to e-reading devices through lending and device \"petting zoos,\" and by helping them learn to use new devices in classes and one-on-one sessions with librarians.\u003c/p>\n\u003cp>Crandall said his study found that two-thirds of the library computer users asked a librarian for help in using the technology. \"The ability to use the new technology may seem intuitive to many,\" he said, \"but clearly for many others it is not, and having a community resource that is able to help people understand how to use digital technology and information, and why they might want to use it to improve the quality of their lives is something that libraries have taken on as a transformation of their traditional mission.\"\u003c/p>\n\u003cp>Martinez said the Knight Foundation's library funding will focus on \"innovative projects and leaders that help to show what the library of tomorrow should be.\"\u003c/p>\n\u003cp>The mission and responsibilities of libraries may be in flux due to Americans' ever-increasing use of digital information sources, but Becker points out that it's the same as it ever was: \"Libraries have long been at the front lines of providing people with access to new formats for reading and new technology, whether when switching from scrolls to the familiar book format, to newer trends in e-reading.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Jenny Shank is the author of the novel \"The Ringer\" (The Permanent Press, 2011), a finalist for the \u003ca href=\"http://bit.ly/mRhXT4\">Reading the West Book Awards\u003c/a>. Her fiction, essays, and reviews have appeared in Prairie Schooner, Alaska Quarterly Review, McSweeney's Internet Tendency, Poets & Writers Magazine, Bust, Dallas Morning News, High Country News and The Onion.\u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/pbs-mediashift-logo-final.jpg\">\u003cimg class=\"alignleft size-thumbnail wp-image-21181\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"44\" height=\"44\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1336412835,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1714},"headData":{"title":"Changing Policies On Digital Books Wreak Havoc on Libraries | KQED","description":"By Jenny Shank Public libraries are a major hub for Americans to gain access to e-books and other digital resources. But the nation's recent economic troubles and the transition to digital books are creating major difficulties for these public institutions. Last month, the American Library Association released its annual State of America's Libraries Report, and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Changing Policies On Digital Books Wreak Havoc on Libraries","datePublished":"2012-05-07T17:47:15.000Z","dateModified":"2012-05-07T17:47:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"21177 http://blogs.kqed.org/mindshift/?p=21177","disqusUrl":"https://ww2.kqed.org/mindshift/2012/05/07/changing-policies-on-digital-books-wreak-havoc-on-libraries/","disqusTitle":"Changing Policies On Digital Books Wreak Havoc on Libraries","path":"/mindshift/21177/changing-policies-on-digital-books-wreak-havoc-on-libraries","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21188\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Hutton_SonyRdr_06441.jpg\">\u003cimg class=\"size-large wp-image-21188\" title=\"Hutton_SonyRdr_0644\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Hutton_SonyRdr_06441-620x437.jpg\" alt=\"\" width=\"620\" height=\"437\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Jenny Shank\u003c/h5>\n\u003cp class=\"dropcap-serif\">Public libraries are a major hub for Americans to gain access to e-books and other digital resources. But the nation's recent economic troubles and the transition to digital books are creating major difficulties for these public institutions.\u003c/p>\n\u003cp>Last month, the American Library Association released its annual \u003ca href=\"http://www.ala.org/news/mediapresscenter/americaslibraries/soal2012\">State of America's Libraries Report\u003c/a>, and many of its findings were grim. \"Public libraries continue to be battered by a national economy whose recovery from the Great Recession is proving to be sluggish at best,\" the report concluded. Twenty-three of the 49 chief officers of state libraries surveyed indicated that their library systems faced budget cuts over the past two years. \"For three years in a row, more than 40 percent of participating states have reported decreased public library funding,\" the report states.\u003c/p>\n\u003cp>While library budget cuts continue, demand for library services has soared. Lower income and unemployed patrons often turn to local libraries as their only source of Internet access.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It will take a few years for the dust to settle.\"\u003c/p>\n\u003c/aside>\n\u003cp>At the same time, libraries have sought to accommodate Americans' ever-increasing demand for access to digital materials, a mission that has put them at odds with the publishing industry, which is struggling to retain its viability as many American readers shift toward reading books electronically and purchasing those titles from online retailers rather than traditional bookstores.\u003c/p>\n\u003cp>\"In the end, it will be a matter of leadership and vision that will guide libraries through the current conditions,\" said Jorge Martinez, director of Information Systems for the John S. and James L. Knight Foundation, which supports libraries through grants.\u003c/p>\n\u003ch4>SPARRING OVER E-BOOKS\u003c/h4>\n\u003cp>One of the biggest challenges libraries face in this new digital age is the friction in their relationship with publishers, caused largely by the advent of e-books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Publishers argue that borrowing a printed book from a library requires a patron to physically visit the building and then return a few weeks later to bring it back, which is more difficult than \u003c!--more-->purchasing it from an online retailer. When libraries allow patrons to download e-books through one click on a website, the convenience factor that might drive a reader to purchase a book is eliminated. Penguin Group recently blocked Kindle owners from the ability to download library e-books directly from their devices -- now they must transfer the e-book from the library site to a computer, and then to a Kindle.\u003c/p>\n\u003cp>Just as printed books wear out after a lot of use, some publishers require libraries to re-purchase the electronic version of popular books after a certain number of patrons view it. HarperCollins allows each copy of its e-books to be loaned up to 26 times, which a recent press release from the American Library Association described as \"arbitrary.\" The libraries then must buy the book again at a lower price.\u003c/p>\n\u003cp>Simon & Schuster, Macmillan, and Penguin do not sell e-book versions of their titles to libraries, while Hachette refuses to sell its newest e-books to libraries. Although many small presses allow unlimited e-book access to libraries, Random House is the only one of the \"Big Six\" publishers to do so -- and it recently increased its prices significantly, \"by 100-200% in March 2012,\" according to the ALA's new report.\u003c/p>\n\u003cp>Most e-books come with embedded software that creates restrictions on how they can be used, such as allowing only one library patron to borrow each copy at a time. However, on April 25, Tor/Forge Books, an imprint of Macmillan that specializes in science fiction and other genres, announced that its entire catalog of books will be offered without DRM (digital rights management) software by July.\u003c/p>\n\u003ch3>\u003c/h3>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>READ MORE:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">The Public Library, Completely Reimagined\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-public-library-as-an-incubator-for-the-arts/\">Library Becomes as an Incubator for the Arts\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/books-and-band-saws-the-future-of-libraries/\">Books and Bandsaws: the Future of Libraries\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"Library organizations are intimately involved in the ongoing discussions about digital rights management systems and some of the copyright issues associated with e-books,\" said Michael Crandall, senior lecturer and chair of the Master of Science in Information Management Program at the University of Washington's Information School. \"This is an area that will continue to evolve as the market becomes more widespread, since it impacts the way people use and share their books with each other and the way libraries are able to purchase and lend e-books.\"\u003c/p>\n\u003cp>Knight's Martinez said, \"It will take a few years for the dust to settle. Laws and contracts always seem to lag behind new technological innovations. But, it will get settled. Librarians, library service organizations, and others are engaged in trying to make sure the eventual terms and conditions for the use of digital books are ones that are fair to all involved.\"\u003c/p>\n\u003cp>For the moment, however, nothing is settled, as two industries with their backs against the wall struggle to reach a compromise.\u003c/p>\n\u003ch4>E-READER PETTING ZOOS, DIGITAL BOOKMOBILES\u003c/h4>\n\u003cp>Despite libraries' impasse with publishers over restricted e-book use, many are forging ahead in the digital realm, offering patrons new services.\u003c/p>\n\u003cp>According to the ALA's recent report, \"The proportion of U.S. libraries that made e-books available almost doubled over the past five years, climbing from 38.3 percent in 2007 to 67.2 percent in 2011.\"\u003c/p>\n\u003cp>Samantha Becker, the research project manager of the \u003ca href=\"http://tascha.washington.edu/usimpact/\">U.S. IMPACT Study at the University of Washington's Information School\u003c/a>, noted, \"The technology environment in libraries has provided a wonderful opportunity to preserve collections and enhance access to them through digitization, which many libraries are doing with out-of-print and local collections or digital artifacts. The Washington Rural Heritage project is a wonderful example.\"\u003c/p>\n\u003cp>\u003ca href=\"http://www.washingtonruralheritage.com/cdm/\">That project\u003c/a> allows users to search and access digital versions of material from libraries, heritage organizations, and private collections throughout the state of Washington. The Denver Public Library's Western History Department offers a \u003ca href=\"http://digital.denverlibrary.org/cdm/\">similar resource for photographs\u003c/a>, documents, and other materials related to the American West.\u003c/p>\n\u003ch4>THE DIGITAL DIVIDE\u003c/h4>\n\u003cp>A recent Pew Research Center report uncovered a digital divide in the use of e-books. People less likely to use e-books include Hispanics, those without a high school diploma, the unemployed, rural Americans, and those with household incomes of less than $30,000.\u003c/p>\n\u003cp>\"Without libraries, the division would be even greater, since for many people they serve as the only access point for digital information and services,\" Crandall said. \"\u003ca href=\"http://tascha.uw.edu/usimpact/us-public-library-study.html\">Our study of library computer use\u003c/a> found that for 22 percent of library computer users (age 14 and older), the library was their only source for access to computers and the Internet. This would suggest that similar restricted access would apply to e-books without libraries in the mix.\"\u003c/p>\n\u003cp>Martinez noted that libraries are finding creative ways to meet demand despite budget challenges. \"In Philadelphia they are placing equipment and trainers in community organizations to make these valuable services available to their patrons at these sites, even when their regular locations are closed due to budget cutbacks,\" he said. \"In other places, they have recreated the old bookmobile as mobile digital centers that take training, computers and Internet access to parts of their communities where there are no [library] buildings.\"\u003c/p>\n\u003cp>A \u003ca href=\"http://www.miamiherald.com/2012/04/13/2747039/beyond-books-check-out-your-public.html\">recent Op-Ed\u003c/a> put out by the Knight, Gates, and MacArthur foundations cited several other innovative uses of library resources:\u003c/p>\n\u003cblockquote>\u003cp>\"Bookmobiles have been supplemented by mobile computer labs -- visiting minority communities in St. Paul to teach digital literacy classes in Spanish, Hmong, and Somali, for example. In Dover, Mass., the library has installed QR codes around town that link signs at the market and playground to community information and services. Seattle Public Library offers live chats with librarians 24 hours a day getting answers to reference questions and live homework help.\"\u003c/p>\u003c/blockquote>\n\u003cp>It also mentioned an initiative at the main Chicago library called YOUmedia that \"lets any teen with a city library card have in-house access to computers plus video and audio recording equipment to create their own content with the help of a mentor. At another YOUmedia space in Miami, workshops help teens think critically and creatively about their lives, by teaching them to publish an autobiographical digital story, or to visualize their favorite books.\"\u003c/p>\n\u003cp>Becker said that libraries are working hard to provide access to e-reading materials, as well as helping patrons enter into the e-reading marketplace by exposing them to e-reading devices through lending and device \"petting zoos,\" and by helping them learn to use new devices in classes and one-on-one sessions with librarians.\u003c/p>\n\u003cp>Crandall said his study found that two-thirds of the library computer users asked a librarian for help in using the technology. \"The ability to use the new technology may seem intuitive to many,\" he said, \"but clearly for many others it is not, and having a community resource that is able to help people understand how to use digital technology and information, and why they might want to use it to improve the quality of their lives is something that libraries have taken on as a transformation of their traditional mission.\"\u003c/p>\n\u003cp>Martinez said the Knight Foundation's library funding will focus on \"innovative projects and leaders that help to show what the library of tomorrow should be.\"\u003c/p>\n\u003cp>The mission and responsibilities of libraries may be in flux due to Americans' ever-increasing use of digital information sources, but Becker points out that it's the same as it ever was: \"Libraries have long been at the front lines of providing people with access to new formats for reading and new technology, whether when switching from scrolls to the familiar book format, to newer trends in e-reading.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Jenny Shank is the author of the novel \"The Ringer\" (The Permanent Press, 2011), a finalist for the \u003ca href=\"http://bit.ly/mRhXT4\">Reading the West Book Awards\u003c/a>. Her fiction, essays, and reviews have appeared in Prairie Schooner, Alaska Quarterly Review, McSweeney's Internet Tendency, Poets & Writers Magazine, Bust, Dallas Morning News, High Country News and The Onion.\u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/pbs-mediashift-logo-final.jpg\">\u003cimg class=\"alignleft size-thumbnail wp-image-21181\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"44\" height=\"44\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21177/changing-policies-on-digital-books-wreak-havoc-on-libraries","authors":["4354"],"categories":["mindshift_194"],"tags":["mindshift_33","mindshift_252","mindshift_198","mindshift_470"],"featImg":"mindshift_21188","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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