Librarians, Information Literacy, and Fake News » Helping Students to Tell the Difference Between Alternative Facts and the Real News

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Issue 37 // March 15, 2017 Librarians, Information Literacy, and Fake News » Helping students to tell the difference between alternative facts and the real news

BY KATHY STEIN-SMITH access to accurate, timely, and relevant information. Social media is fantastic for ne of the most important responsibili- connecting and reading up on some topics, Oties of an academic librarian is to as- but how easy is it to tell what is real from sist students and faculty with their research what is fake? and to proactively teach students informa- The scope of information literacy has SALISBURY COMMONS USHERS IN tion literacy skills. These skills include the grown with the proliferation of online li- BOLD LIBRARY CONCEPTS evaluation of print and online information brary resources and of freely available infor- in terms of reliability, validity, currency, and mation media on the web, and information HEY! THE LIBRARY IS KIND OF relative freedom from bias. Students also literacy has expanded to include informa- AWESOME! learn how to determine when information tion available through the print, broadcast, Current trends in US public library services is needed and how to appropriately use and online, and social media. for teens cite information in their work. The current role of librarians as informa- Beyond its academic function, infor- tion literacy instructors has also expanded EXPLORING CREATIVE mation literacy is also a lifelong skill with exponentially, as information literacy – an INFORMATION LITERACY PRACTICES numerous everyday real-life applications. essential skill across the disciplines – has VIA DIVERGENT THINKING In order to make better decisions, business extended to multiple platforms. The in- managers require the best available data. creased availability, often online, of informa- GRANTS & FUNDING Making decisions in our lives, and form- tion is perceived by some as a detriment An overview of grant and funding ing opinions that drive other decisions in a to library service and value add. To the opportunities for librarians. cascading flow, require that students have contrary, the proliferation and increased How to Recognize Fake News headlines and in the forefront of the public conversation. Sometimes it is relatively easy to recognize fake news, but sometimes it is necessary to While it is tempting to believe that do a little work to determine whether a news story in print, online, or on social media is fake news is obvious, and that it would real news or not. be easy to recognize, a Stanford study has Your librarians can help you to evaluate your sources, but the strategies listed below demonstrated that the opposite is true, can help you recognize fake news. and that students have difficulty judging The following are a few tips from your Library on how you can determine in your the credibility of information online. People research and in real life to find out if what you are reading actual fact. often do not know what they do not know, • If a news story looks legitimate, check other news sources to see if the story is but the library (and the librarians) have the carried there too. expertise to help ensure students and the • If a news story seems unlikely, check it against a reliable source. broader campus community rely on the best • If a news story seems overly dire or scary, check it against a reliable source. information available. • If a news story is based on a survey, statistic, or poll, check the source to see if it In an information environment where is reliable. fake news is discussed on a daily basis, • Check the website – Click on “about us” or “who we are” to get more information students need to be able to deploy their on the source. critical thinking skills to effectively evaluate • Check the URL – sometimes a different extension or a minor difference in spell- the steady stream of news stories they are ing will indicate an unreliable, unscrupulous, or satirical website. exposed to throughout the day. • Check the URL – a typo or misspelling can take you to an entirely different web- However, students are not necessarily site. aware of the link that exists between what • Try to get your news from a variety of sources you know to be reliable. If you they are learning in information literacy know one or more additional languages, try to get your news from those per- workshops and class visits to the library for spectives as well. instruction and the skills they need in order to become savvy evaluators of accuracy of When in doubt, check with a librarian! the seemingly relentless flow of news and • Phone – 201-692-2100 information. Librarians need to educate • Email -- http://view2.fdu.edu/metropolitan-campus/libraries/giovatto-library/ students and campus stakeholders on the email-an-fdu-librarian/ linkage between information literacy and • Chat -- http://view2.fdu.edu/metropolitan-campus/libraries/giovatto-library/ the ability to recognize fake news. chat-with-a-giovatto-librarian/ Librarians can and should assume a leadership role in educating our students to master and utilize the same information literacy skills that have driven library/biblio- accessibility of information creates oppor- The library is -- and always has been -- graphic instruction for decades in their daily tunities for librarians to play an important the information crossroads of the campus, use of social media and other online news/ role in interpreting just what information where real and fake collide and coincide, and entertainment sites. should be relied upon. the home of the librarians, the information professionals educated and trained to help INFORMATION LITERACY AND FAKE NEWS THE EMERGENCE OF FAKE NEWS students evaluate the validity and reliability @ GIOVATTO LIBRARY In the tradition of yellow journalism, sen- of information. On the Metropolitan Campus of Fairleigh sationalism, and possibly satirical news, It has been the emergence of the con- Dickinson University, librarians have as- fake news has emerged as the nature of cept of fake news into the public conversa- sumed a leadership role in providing infor- the news media has transitioned from one tion that has made information/media mation and instruction on how to recognize characterized by print newspapers and pro- literacy an even more critically needed skill fake news using information literacy skills. fessional, trained journalists to one where and has re-framed the conversation on In response to the proliferation of fake news, web content, whatever its source, is believed information literacy from being a nice-to- librarians and staff at the Giovatto Library by many. have skill to a skill that is literally in the are working together to effectively address

<2> Strategic Library™ ©2017 Librarians preparing for their session on recognizing fake news. Pictured are Paul Dunphy, Head Reference Librarian, and Dirk Wijnen, Senior Reference Librarian. this pressing need to empower students website to extend this information to news is a perfect example of the impor- to use their information literacy skills in students who may not even be on campus tance of information literacy skills beyond determining what is fake news so that they or in the library on a regular basis. The the classroom and in daily life, it is interest- can make decisions informed by fact, rather library’s Facebook page and WordPress blog ing to note that relatively few students and than opinion or agenda. have also publicized this initiative. even relatively fewer faculty make that con- Following a quiet period during which http://view2.fdu.edu/metropolitan- nection, with some faculty viewing informa- the library engaged key institutional campus/libraries/giovatto-library/giovatto- tion literacy as something at the Library, decision-makers in dialogue on the urgency library-research-guides/how-to-recognize- required by a regional or discipline-specific of delivering targeted information literacy fake-news/ accreditor, or as irrelevant for a particular instruction specifically intended to teach http://giovatto.blog.fdu. course they are teaching. students how to more effectively recognize edu/2017/02/17/how-to-recognize-fake- It is essential to make the case that, fake news and worked to develop a collab- news/ although information literacy may not be orative approach, the library launched an Future plans include the continuation literally required for a specific text-based active campaign. of these sessions as part of the library’s course, it is the responsibility for all of us in Within the context of an active infor- regular program of walk-in research clinics the academic enterprise to ensure that our mation/media literacy and library research and to collaborate with faculty to develop students have the information and media instruction program, which includes on- and offer subject-specific sessions across literacy skills needed for graduate studies, site, ITV, and online instruction sessions, the disciplines. the workplace, and real life. librarians offer a series of walk-in sessions It is that real-life impact of information on Library Basics and Library Research Clin- THE IMPACT AND IMPORTANCE OF literacy on the student that may be forgot- ics on specific topics, and have developed INFORMATION LITERACY SKILLS IN ten by busy students preoccupied with a special edition Library Research Clinic RECOGNIZING FAKE NEWS AND ACROSS courses, assignments, internships, and ca- devoted to teaching students how to ef- THE DISCIPLINES reer plans. Demonstrating, and connecting, fectively determine what is fake news. An Information literacy skill impact academics, the library and library services to timely real online research guide, “How to Recognize careers, and our lives as informed citizens. world issues and to student academic and Fake News,” was created for the library Although this current conversation on fake professional success provides yet another

Strategic Library™ ©2017 <3> opportunity to reinforce the concept of the knowing that they are relying on high qual- While satirical and inaccurate news library as a campus hub. ity information. have always existed – just think of War of However, information literacy skills Think of the importance of the news the Worlds, Jon Stewart’s Daily Show, the empower a student to know when they about climate change and the news about Colbert Report, and the Onion, the use and need information for a course assignment events in Syria, and how important it is that discussion of fake news has put the need or project, to do better research in a shorter we all, as global citizens, have the real news for information literacy skills for all -- and time, and to use the information appropri- about these subjects of real and interna- for the librarians educated and trained to ately, giving credit to its source. Students tional importance. provide this important education -- in the contemplating the world of work will be Another aspect of the importance of spotlight. n well served by information literacy skills as information literacy is its critical role as an they explore and examine careers and sub- academic, real-life, and citizenship skill and ABOUT THE AUTHOR: specialties within a chosen career path. necessity. Kathy Stein-Smith is Associate University Those preparing for internship and job What happens to those who do not re- Librarian and Director of Public Services, interviews will be better prepared if they ceive or have access to information literacy Frank Giovatto Library, Fairleigh Dickinson have the information literacy skills needed instruction? University -- Metropolitan Campus, and is to search out the real news about a specific Their ability to recognize fake news, a recipient of the Pillar of FDU award. She company or organization. misleading advertising, scams, political can- holds a PhD in Interdisciplinary Studies, her didates who may not represent their needs doctoral research was on foreign language THE CHALLENGE – ACCESS TO and beliefs, is negatively impacted. This is as a global competency, and she is a subject INFORMATION LITERACY EDUCATION FOR not merely an academic discussion, no pun matter expert in the areas of cultural intel- ALL intended, but is something that will have ligence, education for global citizenship, and However, although information literacy may consequences at the university level and for the academic implications of these trends not be the catchy buzzword on a pre-profes- years beyond. on higher education. She delivered a TEDx sional campus, it is the duty and responsibil- talk on the U.S. foreign language deficit, ity of the library as an institution and of the CONCLUSIONS -- INFORMATION LITERACY serves as Chair of the AATF (American As- librarians as the institution’s information FOR ALL? sociation of Teachers of French) Commis- professionals, to make known the con- The current prominence of fake news in sion on Advocacy, and is the author of three nection between information literacy, the the public conversation is an opportunity books and numerous articles. workplace, graduate studies, and being an and responsibility for librarians to assume informed citizen. a leadership role as trained information REFERENCES It is easy to imagine that information professionals in providing relevant informa- • http://www.politico.com/magazine/ literacy skills may enable a student to differ- tion literacy instruction to students and to story/2016/12/fake-news-history- entiate between a legitimate advertisement develop and collaborative partnerships with long-violent-214535 and a scam, or between different product the teaching faculty across the disciplines. • https://ed.stanford.edu/news/stan- advertisements to determine which is the Public and special librarians assume the ford-researchers-find-students-have- better deal. same role in their communities and organi- trouble-judging-credibility-informa- Information and media literacy skills zations respectively. However, with this op- tion-online may also empower a student to recognize portunity comes the responsibility for librar- • http://view2.fdu.edu/metropolitan- fake news and determine which side of an ians to ensure access to information literacy campus/libraries/giovatto-library/ issue is the one that they believe in or which instruction to all our students. Information giovatto-library-research-guides/how- candidate better represents them, but in literacy is for all, and access to information to-recognize-fake-news/ a globalized and interconnected world, literacy education needs to be expanded in • http://giovatto.blog.fdu. citizenship transcends the local and even the interest of equity and fairness. edu/2017/02/17/how-to-recognize- national level to include global citizen- In order to achieve this goal, it is necessary fake-news/ ship. In essence, and repeating an oft-cited to build and strengthen a culture where the phrase, there are at least two sides to every librarian is viewed as an information profes- issue - students must be able to not only sional and a leader in information literacy edu- assess different positions, but to do so cation, transcending disciplinary silo-ization.

BY BRYAN IRWIN

he hiss of an espresso machine, the Tclink and scrape of fork against plate, huddled conversations marked with the occasional outburst of laughter—this is soundtrack of the student union and campus cafe. These spaces have a unique vibrancy, that certain hum which amplifies how students engage and connect with their academic community. These spaces are a hallmark and even a cliché of a college student’s life. Increasingly, however, universities view them as key elements of the student (learning) experience as collaboration and working in teams have become critical components of both work and school life. This trend presents interesting design challenges, such as how that energy can be incorporated into the campus library—the place often preserved as a zone of silence Salisbury’s Guerrieri Academic Commons, located at the heart of campus, transforms the students’ learn- and solitary study. Salisbury University’s ing experience Patricia R. Guerrieri Academic Commons, which opened fall 2016, blends these seem- August 2016, has quickly established itself the time. Libraries of the first generation— ingly opposing energies to create a vital as a vital element in perpetuating that dominated by books—were filled with atmosphere for students to both connect community feel. Siting the Commons at open stacks and individual study spaces. and learn. the campus core was important, but just as Libraries of the second generation—which “As we planned the structure, our think- important was ensuring that students and came into being with the digital revolution ing was not simply to erect a bigger and faculty would feel drawn to interact with and make up most of our existing librar- better library,” said Salisbury’s President, the space. Finding just the right balance of ies—are technology-rich environments Janet Dudley-Eshbach, at the Commons’ programming was critical to providing stu- peppered with group study areas. The third ribbon-cutting, “but to transform the learn- dents with the variety of spaces that meet generation is just coming to its full mani- ing experience for students and for the their task-specific needs. festation now at forward-looking institu- University at a critical time in its evolution.” To establish this proper mix, Salisbury’s tions like Salisbury University. Over the past few years, Salisbury has administration invited Sasaki to open up a energized their institutional mission by conversation around the evolving uses of A NEW GENERATION EMERGES creating a student-centered academic the academic library. And in the spring of The sweet spot for today’s library needs lies community marked by small class sizes and 2013, I brought in some of my most creative somewhere in between a temple of knowl- faculty serving as research advisors and colleagues to join me in beginning to design edge and a technology-rich research hub. As mentors. Indeed, the location of the Guer- a new kind of library for the future needs of the pendulum swings back from the second rieri Commons in the heart of the campus, Salisbury’s evolving student body. generation, a third emerges. A place where says Dudley-Eshbach, is a nod to Thomas In my lifetime alone, libraries have balance is struck between contemplative Jefferson’s concept of the “academical vil- changed significantly. I view these larger study space and group work areas, where lage”—an organic and lively campus layout trends as “generations” of library design, students can explore the stacks (analog or that encourages campus circulation and the each driven by the period’s predominant digital) at their own pace or seek assistance development of community. means of conveying information. Each ad- from library staff. Where staff members The Guerrieri Commons, which opened equately answered the academic needs of spend their time less as guardians of ac-

Strategic Library™ ©2017 <5> we surveyed over 400 librarians, represent- ing academic libraries of all shapes, sizes, and locations. Of the respondents, 75% indicated that their library currently shared space with other services, while 30% of respondents said that they anticipated new departments or partnerships in the future. In a telling response, one librarian wrote that they hoped any new partnerships would be “a collaborative arrangement, not just another tenant in our building like the other departments who have moved in over the past 20 years.”

FROM RESEARCH TO PROGRAM: A STORY IN FOUR FLOORS Building on our research, the project team saw an opportunity to incorporate new approaches to programming, staffing, and design. Together, we sifted through many of Infused with natural light, the building’s core is an inspiring space that connects all of the elements of the the common tropes that have transcended Academic Commons each generation of library design to find the best parts and leave the outmoded cess, and increasingly more time as experts centers, internet labs, the ubiquitous café, behind. Through this process, we refined the and champions of the broad resources and—increasingly—makerspaces, digital ingredients that would make this commons available. Through my own research and media production labs, and even start-up impactful, relevant, and vital. The resulting practice I have come to call them modern incubators. Existing libraries have made due programming follows the daily arc of the athenaeums, where the exchange of ideas with these needs as best they could, yet all student experience—from studying for next and shared pursuit of knowledge creates a too often, these reactionary fits have felt week’s exam to celebrating community in community of scholars. awkward and forced. large group events. The third generation of libraries pre- The impact of these new neighbors was One trope in particular was flipped, empts and integrates the reality of “new a central area of inquiry explored in our more or less literally, on its head. For most neighbors.” With the rise of the digital “State of Academic Librarian Spaces,” re- existing libraries, there is a certain unspoken revolution and the second generation of leased last year and subsequently published spatial logic: the higher you go, the quieter libraries came a proliferation of new pro- in Strategic Library. To gain insight into the it is. That model—a hangover from the grams and spatial needs. Writing and math most pressing issues affecting libraries, predominance of solitary study and open stacks in the first generation of libraries— left whole floors of libraries were barely activated, with single students tucked away in carrels. At Salisbury, we consciously challenged that expectation. To maximize engagement throughout, we programmed the top floor of the Guerrieri Commons to be as active as the first floor by making it home to Assembly Hall, a flexible 400-seat space for performances and presentations. Large windows and an adjacent patio offer one of the best views of the campus. By placing such a large gathering space this deep into the circulation of the building, people are compelled to cycle through the other floors. This activates the building from top to bottom—motion that is made visible through the Commons’ open core and long sight lines. The other side of the fourth floor is the Edward H. Nabb Research Center for Del- The Commons offers spaces for different modes of the student’s day, from solitary study to socializing and marva History and Culture. As in many other group work libraries, the special collections is located

<6> Strategic Library™ ©2017 on the top floor; a sort of “library within a library.” What’s different at Salisbury is that instead of treating this collection as conspicuously guarded, the Nabb Center has an open feel that encourages interaction. The center also capitalizes on advances in technology to revolutionize the research experience. Outfitted with 3D printers and scanners, students and researchers alike can literally print duplicates of objects from the collection—enabling a kind of hands-on engagement previously possible only under tight security. Classrooms are tailored to facilitate this experience. Additionally, a suite of labs, processing spaces, and climate-con- trolled storage provide the center’s employ- ees with state-of-the-art archival facilities. To balance out the high level of engagement on the fourth floor, the third main- tains a more traditional feel. Here, students find reading nooks and study carrels for solitary contemplative study. This floor also houses most of the library’s collection in open stacks. The intention of this floor was to offer a spectrum of visibility. Those seeking privacy can hunker down along the outside perimeter of the building, while those who want some external stimulation can grab a seat along the inside edge. Salisbury’s student and faculty achievement programs are located on the second floor. Their central location is another The playful stairs encourage people to take the steps, adding to the palpable energy of the space expression of Salisbury’s vision for this building being at the core of the students’ academic experience. Far from view- Graduate Commons round out the faculty The ground floor extends out into the cam- ing these programs as “remedial” or just and instructor facilities—encouraging cross- pus in all four directions—gardens, plazas, for bringing students up to speed, these pollination between fields. and colonnades spread the footprint of academic excellence programs are just as Taken together, the programming of study spaces outdoors. much for B+ students studying up for a solid the second floor creates an environment A as it is for D students climbing up to a C conducive to serendipitous connections— SETTING THE TONE: THE ARCHITECTURE OF or B. It’s about continuous improvement for students might see their instructors hard COLLABORATION everyone, and high visibility celebrates that. at work in the prototype classrooms, or Programming drives the purpose of the In fact, co-locating the faculty achievement studying hard in the graduate lounge. This Commons, but the drivers of mood and center on this floor allows professors to proximity dispels the separation between ambiance are harder to identify. In the model the pursuit of lifelong learning as a “teacher” and “student,” and promotes en- initial design discussions, Salisbury’s presi- critical component to success at any stage gagement in learning together, side-by-side. dent stressed the importance of reducing of life or profession. The first floor—marked by a sunken cen- the physical and psychological barrier Bringing graduate and doctoral students ter that mirrors the soaring open core—is a between inside and outside. She wanted into a shared space was of central impor- striking introduction to the Commons. The a space that would wow students, faculty, tance for the administration, who real- coves surrounding the center house library and even community members and visiting ized that the usual diaspora of this critical and tech service desks, alongside private academics with the vivacity and energy of campus population missed opportunities offices for librarians and researchers. Intui- the Commons. Upon entering, one should to develop interdisciplinary synergies. A tive arrangement and bold signage make get the immediate sense that this is a considerable portion of the second floor it easy for students and visitors to find the space where productive, creative things is programmed to bring this population resources they need. A large café and areas happen—that this is exactly where you together. The Office of Instructional Design for group study make this a social and active should be. It was critical to find the correct and Delivery is a center for faculty to explore space, bustling with productive energy—the balance between an activated student new pedagogy styles in flexible prototype vitality of the student union successfully union feel and the temple-like quietude of classrooms. A faculty senate room and transplanted into the library environment. the traditional library. If the atmosphere

Strategic Library™ ©2017 <7> architects would ever have thought of—so we’re fortunate to have had such a niche expert on our team! We did end up moving the espresso machine, and the sound was significantly mitigated.

CONCLUSION “Our highest purpose is to empower our students with the knowledge, skills, and core values that contribute to active citizenship, gainful employment, and life-long learning in a democratic society and interdependent world.” – Salisbury Mission Statement In outlining their mission, Salisbury University acknowledges two great truths that are too often overlooked in these days of distraction and disconnect. We live in a democratic society where individual voices matter, and we’re all in this together. The design of thoughtful places has the power Significant use of glass creates a sense of porousness between the inside and out, inviting people in to to unite people, as one grows closer to their experience the space peers simply through sharing space in a productive and meaningful way. As the third veered too much either way, students A traditional switchback stair at that scale generation of library design emerges, the would feel uncomfortable and alienated. would seem daunting and discourage use. full potential of these spaces is now being We delivered the successful balance of The second consideration was that a high realized—as a great promoter of engage- nuance and atmosphere through several volume of circulation would be critical to ment, connection, and education. compounding strategies that create more creating the buzz and hum of the Com- Salisbury’s Guerrieri Academic Com- of an overall intangible impression than a mons. So we designed the steps as a playful mons is at the forefront of this bold re- collection of standalone elements. crisscrossing double switchback, with large imagining of the library. Through increasing Much of this is driven by use of light and open landings to encourage people to engagement with fellow students, faculty, negative space. Access to natural light is pause and take in the dramatic views of the and academic resources all in one place, an prominent throughout the building—with space. The Commons does have elevators, of atmosphere of life-long learning is created. large skylights and floor-to-ceiling windows course, but we hedged our bets by placing The impact of students rubbing elbows providing significant daylight. On the first them off to the side so that students would with their instructors or graduate students floor, however, the building’s copious glass see the stairs first and feel encouraged to finding common ground between their dis- serves as a much a role on the outside as use them. parate fields cannot be overstated—both in it does inside. The number of entrances Another critically important element terms of academic excellence and creating a around the building’s perimeters conspire was sound. With a wide-open atrium sense of connectedness that students carry with the windows to make the build- and sound-reflective materials, we were with them long after graduation. Through ing seem porous, limiting the separation conscious from the start that this building smart programming and design, this project between exterior and interior. The overall could easily take on more of a cacophonous team was able to build an atmosphere of effect is one of drawing outsiders in to expe- din than that pleasant hum of productivity manufactured serendipity, one that plays rience the space. we were aiming for. We worked with a great directly into the school’s mission of empow- The large floorplate and cut-away core acoustician who helped us reduce sound to ering students to be contributing members create long sight lines throughout the build- just the right level—not loud, but also not of “a democratic society and an interdepen- ing. As soon as you walk in the door, you can unnaturally quiet. dent world.” see the activity of each floor unfold inde- Working with the acoustician was a pendently. These sight lines paired with the classic reminder of how important it is to Copyright 2017 © Sasaki. grand scale of the building give the observer have the right people on your team. When an impression of a hive of learning; each we showed the acoustician the layout for ABOUT THE AUTHOR: person busy with their own task, indepen- the Commons’ café, he told us bluntly that Bryan Irwin, AIA, LEED AP is a principal at dent of those around them. if we installed the espresso machine in the Sasaki with over 25 years of experience. He And then there were the stairs. We went planned location, people in the farthest cor- focuses primarily on libraries and learning through countless iterations of the stair de- ners of the fourth floor would know when- environments, both domestically and inter- sign before finding just the right approach. ever anyone ordered a latte. It turns out that nationally. His work gracefully accommo- There were two main considerations that the frequency range of steaming milk is just dates program, relates to the landscape, and shaped the design. First, the floor-to-floor such that it carries more efficiently than expresses an institution’s cultural values. height is quite tall—right around 16 feet. most other sounds. That’s something our

BY DENISE E. AGOSTO

Publisher’s note: This article is based on a lecture delivered at the Tenth International Symposium on Library Services for Children and Young Adults, in Seoul, South Korea, on June 28, 2016.

ublic library policy in the United States Pis largely localized, with each of more than nine thousand public libraries and public library systems setting their own operational and service policies. Still, public libraries across the country operate in many of the same ways, and US public library services for teens exhibit many shared practices and emerging service trends. In thinking about the future of US public library services to teens, it is helpful first to consider the historic ways in which public libraries have served their communities. Evans and Carter US public libraries have typically served six current trends. These include increasing suggested that there are four main historic teens in three main ways: (1) as information movement toward: roles of the public library: gateways, with a focus on providing collec- 1. A focus on what the library does over Looking at library history, we see that tions and information assistance services; what the library has. libraries have served and continue to (2) as social interaction and entertainment 2. An emphasis on information and in- serve their publics, parent institutions, spaces, bringing teens to libraries for active formation services in digital forms and and society in four basic ways. First, li- and passive library programs and social formats. braries meet society’s information needs interaction with peers; and (3) as beneficial 3. A focus on the library as place. by acquiring the materials deemed physical environments, providing physical 4. Broadening literacy and learning goals valuable or useful to some or all the spaces for refuge, personal improvement, beyond reading. people. Second, they provide a physical and volunteer or paid work experiences.2 5. Greater teen involvement in service location and an environment for stor- Within these three service roles we see design and delivery. ing and preserving those items. Third, a core focus on library collections as well 6. Increased outreach and collaboration libraries add value to the items acquired as on supporting teens’ healthy and happy with non-library agencies. by organizing them in some manner to lives. While these three roles continue make access more efficient. Fourth, the to define many current US public library Each of these six trends is discussed library’s staff improves access by provid- services to teens, over the past decade below, with examples from library policies ing assistance to individuals in locating many public libraries have been broaden- and programs to show how they are playing desired information.1 ing their teen services even more, with an out in libraries across the country. ever-increasing focus on understanding and Each of these four historic roles is closely serving individual communities’ informa- TRENDS IN US PUBLIC LIBRARY SERVICES connected to library materials, and together tion-related needs. Moreover, the concept of FOR TEENS they paint a picture of public library services “information” in public libraries is taking on 1. What the Library Does over What the as tightly focused on library collections. an increasingly broader definition beyond Library Has This is a largely outdated view of US public just books, web-based tools, and other The first trend involves a growing focus on library services, as libraries are increasingly traditional information resources, leading what the library does over what the library moving toward viewing their communities to a wider array of teen library services than has. While the vast majority of the US public as their core focus, not their collections. ever before. tends to equate “books” with “libraries,” This ongoing shift is particularly evident I will describe this ongoing shift in US leading teen services librarians think in in teen services. Over the past few decades, public library services to teens, focusing on terms of leveraging library resources and

Strategic Library™ ©2017 <9> services to support teens’ healthy devel- judged by professionals to be of the highest sions, and other contributions from teens opment as their primary service goal, as literary and artistic quality. in the community and posting them on the opposed to focusing on building great book The needs assessment also led to Teen Zone Tumblr; reblogging web content collections.3 This means that cutting-edge identification of a suite of teen programs to likely to be of interest to community teens; teen librarians view positive impact on offer, including “SAT preparation, computer tweeting out library news and events; and teens’ lives as the ultimate goal of library instruction with emphasis on gaming and taking and then sharing photos of library programs and services, first analyzing other topics of particular interest to youth, events online in any of the library’s various youths’ needs and then designing collec- poetry slams,” and programs related to “all social media accounts. The program was tions, programs, and services to meet those aspects of technology, music, writing, [and] intended to generate publicity to benefit the needs. They think of their collections as just public speaking.”7 Many of these programs library, increase interest in the library among one part of a broader set of resources and will likely incorporate elements of the library community teens, and benefit participating services together intended to improve the collection, but regardless, all will be de- teens by giving them volunteer work experi- lives of adolescent community members. signed with the ultimate goal of supporting ence that they could use as they build their This impact-focused conceptualization teens’ happy and healthy development and college and career resumes.9 of public library services for teens can lead making positive impacts on teens’ lives. LPL recently completed the first year of to dramatic changes in strategic planning the new program. According to Molly Wetta, and daily library operations. For example, in 2. Information and Information Services in collection development librarian and Am- preparation for building a new library, the Digital Forms and Formats bassadors program supervisor, results from city of Richmond (CA) oversaw a community The second trend in US public library servic- the first year were mixed: needs assessment that involved asking comes is an increasing emphasis on information We promoted the program to our munity members from all major community and information services in digital forms older teen library users and reached groups what they wanted from their public and formats. Both teen services and teen out to the high school journalism and library. The needs assessment led to the collections are moving more deeply into the English teachers to pass it along to formation of a new strategic goal for young digital world, with a strong emphasis on so- potential volunteers, but got zero ap- adult (YA)4 services at the Richmond Public cial media education and services. We know plications except from one longtime Library, that “the ‘whole teen’ is nurtured by from the research that high school students volunteer who I knew was involved in library programs and services; [and] teens use social media for collaborating on home- journalism. She did well for a while but have a distinct area of their own in the work, organizing school club activities and then got busy with school and other library.”5 Note that the YA collection is not sports practices, coordinating participation projects and had to leave the program. mentioned in the strategic goal. in civic organizations and volunteer activi- We are still contemplating ways to try Analysis of data collected from com- ties, creative writing and other creative pur- it again next year, because in principle, munity members as a part of the needs suits, and seeking emotional support from it can be a great opportunity for both li- assessment further indicated that the peers and family members.8 Recognizing braries and teens to have user-generat- library’s teen services priorities should be: the range of social and educational benefits ed content. . . However, it really wasn’t a “Services that support both the recreational that teens can derive from social media use, time saver for staff as we had intended. and academic lives of predominantly middle many teen librarians are incorporating it And we thought teens would respond school aged youth; a distinct acoustically into their teen programs and services, offer- better to teen-generated content and isolated teen space with a teen-friendly ing homework help, leading book and other that the ambassador would promote environment; and constructive activities as media discussion groups, and teaching the library’s accounts to peers, which an alternative to violence.”6 Again, note the teens how to be good digital citizens. did happen. We were better able to absence of explicit mention of the library The Teen Zone Social Media Ambassadors connect with high school social media collection. This does not mean that the program at the Lawrence (KS) Public Library accounts and got new high school fol- Richmond Public Library places little value (LPL) serves as a good example of a social lowers because of it. So it wasn’t a total on its collection. Rather, it means that the media–based public library program for loss, it just didn’t turn out exactly how collection is just one aspect of teen services, teens. The program was designed for teens to we had initially envisioned it.10 with strategic goals guiding collection de- volunteer a few hours each week to promote velopment and use, as opposed to aiming to the library via social media, performing tasks The Ambassadors program highlights collect the “best” available materials—those such as vetting book reviews, art submis- the importance of creativity, flexibility, and

<10> Strategic Library™ ©2017 » Recognition of the role of the library as a physical gathering space led to care in making the new teen space comfortable and inviting to teens. The role of the physical library space is especially important in economically disadvantaged communities such as Richmond, where teens often live in neighborhoods with inflated crime and violence. persistence in developing teen library pro- in economically disadvantaged communi- literate person as one who: grams that use new and emerging digital ties such as Richmond, where teens often • possesses the variety of skills—cognitive information forms, formats, and environ- live in neighborhoods with inflated crime and technical—required to find, under- ments as libraries explore how best to pro- and violence. Public libraries are public stand, evaluate, create, and communicate vide teen services in these new information buildings, open to all and therefore not digital information in a wide variety of environments. guaranteed to be completely safe spaces. formats; Still, with library staff providing adult • is able to use diverse technologies ap- 3. The Library as Place supervision and watchful eyes, often they propriately and effectively to search for The third YA service trend is a growing focus are safer places for teens from disadvan- and retrieve information, interpret search on the library as place. Despite the empha- taged communities than most other places results, and judge the quality of the infor- sis on the digital world, US public librarians in their communities where they can go in mation retrieved; continue to stress the value of the physical their free time. • understands the relationships among library as a place for teens to gather and technology, lifelong learning, personal for individual use as well. Many librarians 4. Literacy and Learning Goals Go Beyond privacy, and appropriate stewardship of are thinking about the importance of the Reading information; library as place even more strongly than in The next trend is a broadening of literacy • uses these skills and the appropriate tech- the past. and learning goals beyond reading. Tra- nologies to communicate and collaborate In one of my past studies, Kuhlmann et al. ditional reading and writing skills remain with peers, colleagues, family, and on studied how US teens use public library spac- fundamental to literacy, but the definition occasion the general public; es and why they value libraries as physical of literacy has expanded. Teens today must • uses these skills to participate actively in places.11 We found teens to use teen spaces be able to read, write, and interact across a civic society and contribute to a vibrant, in libraries for access to technology, for study range of platforms, tools, and media from informed, and engaged community.14 space, as places for conducting leisure pur- signing and orality through handwriting, suits such as reading and game playing, and print, TV, radio, and film, to digital social This focus on public libraries as digital as places to socialize with peers. The empha- networks. Literacy is no longer viewed as a literacy educators is evident in the Seattle sis on the library as place can be seen in the mechanical process, but is understood as Public Library’s Strategic Plan, which states Richmond Public Library’s community needs the construction of meaning. This expanded that: assessment discussed above. In response definition of literacy impacts the types of Beyond becoming the source for to what they learned from the community services, programs, and collections that practical information, the Library needs assessment, the assessment team libraries provide, as well as the nature of the must seize the opportunity to become built the following service objectives into work that library staff perform.13 the place where anyone can become planning for the new library building: Again the connection to information and tech-savvy. For instance, the Library will The new library will have an acoustically information services in digital forms and develop places where teens can edit and isolated, visible, teen-friendly area with formats is key. While most US public librar- develop audio, video and text for mul- computers, lounge and table seating, and ies continue to promote books and teen timedia projects using state-of-the-art collections that are attractively displayed. reading as a core focus, many are moving to- technology. Teens aren’t the only ones Programs of all types will be offered regular- ward equal emphasis on digital literacy and who want to sample the latest technol- ly, including SAT preparation and computer “making” (creation activities, such as those ogy, though they are certainly a good literacy. A structured volunteer program will occurring in makerspaces and learning labs). group to start with. We see the future Li- encourage youth to contribute to their com- As a result, the role of the public librarian is brary as a learning lab where people can munity. Teens will be given an orientation to becoming more fundamentally educational experiment with a variety of tools to see the Teen Center prior to using it to explain than ever before. This movement positions what might help them to turn ideas into its use and expected conduct.12 public librarians as public educators and reality and share them with others.15 Thus, recognition of the role of the public libraries as public education institu- library as a physical gathering space led to tions, with a focus on public librarians as Over the past several years, YALSA (the care in making the new teen space comfort- digital literacy educators. teen services division of ALA) has also made able and inviting to teens. The role of the What exactly is digital literacy? ALA’s promoting digital literacy a core campaign. physical library space is especially important Digital Literacy Task Force defined a digitally YALSA has introduced programs such as

Strategic Library™ ©2017 <11> Teen Tech Week, which encourages teen month during the school year to plan library library and school collaborations, suggest- librarians to focus one week each year on programs and promote the teen depart- ing that there are four characteristics of teaching teens about the ethical use of ment, to play book- and writing-related successful collaborations: communication, digital information and on providing high- games, and to socialize as a group. TAB vol- cooperation, respect, and practical ideas.19 interest programs that promote improved unteers receive public service (volunteering) Schools are probably the most common digital literacy skills. The wide range of hours in exchange for their time. Many local agencies with which US teen services the programs participating libraries have schools have public service hours require- librarians tend to form lasting collabora- offered during past Teen Tech Weeks is ments, making service on the TAB particu- tions, but some teen librarians collaborate impressive, including such programs as: “ro- larly attractive to teens looking to fulfill with a range of agencies, such as local botics demonstrations, a Hollywood digital volunteer work requirements. In past years, businesses, religious organizations, govern- sound effects guest speaker, geocaching, a Cherry Hill Public Library TAB members ment agencies, and more. technology petting zoo, digital photography have designed and delivered a wide array of For example, the Richmond Public Library and photo editing, QR code scavenger hunts, library programs, from children’s storytimes community needs assessment described retro technology and gaming events, and to interactive murder mysteries. above establishes plans to collaborate with teens making their own library memes.”16 However, TABs and other similar groups several community agencies to achieve their Creative librarians around the country are only enable small numbers of community new vision of teen library services: working to harness teens’ interest in enter- teens to play a role in program and service In developing a Volunteer Academy, tainment and technology to devise creative design. Subramaniam, among others, has the library will work with local middle informal educational experiences such as argued that to meet the needs of more and high schools that require students these that can build crucial literacy and teens, especially teens from disadvantaged to do community service, to publicize the digital literacy skills. backgrounds, program and develop volunteer oppor- surveys, interviews, and forming a tunities that meet school requirements. 5. Teen Involvement in Service Design and teen advisory council [TAB] are no longer The Arts & Culture Commission and the Delivery sufficient when designing teen pro- Recreation Department will partner in Next, in line with viewing positive impacts grams. Instead, it is time to involve teens providing programs for teens.20 on teens’ lives, as opposed to building high themselves as co-designers of programs quality library collections, as the driving and services. Teen services librarians Each of these community partners—the goal behind library program and service need to apply interdisciplinary ap- schools, the Arts & Culture Commission, design, the fifth trend is an increase in proaches to establish equal partnership and the Recreation Department—shares teen involvement in service design and and learning opportunities that facilitate with the library the fundamental goal of delivery. Many US public libraries are work- discovery and use of digital media.18 improving teens’ lives—a shared mission ing toward a vision of including teens as that leads to a natural partnership. In col- partners in both the design and delivery of As of yet, however, few US public librar- laborating with the library, the other agen- teen services. Probably the most current ies involve teens deeply enough to meet cies can increase the impact of their services common method for including teens in this ideal, and deep and lasting teen part- by sharing staff, knowledge, and other program design is the use of TABs—Teen nership in library services remains mostly a resources, and together with the library they Advisory Boards. Increasingly popular in future vision. can reach more teens more efficiently than small, medium, and large public libraries on their own. across the country, “a teen advisory board 6. Outreach and Collaboration with creates a specific role for teens in the Nonlibrary Agencies BRINGING TEENS INTO THIS NEW LIBRARY library and formalizes their inclusion into Lastly, there is a movement toward in- SCENE the decision-making processes.”17 creased outreach and collaboration with Although these six trends in public library For example, at the Cherry Hill (New nonlibrary agencies. To maximize service services are occurring in many cutting-edge Jersey) Library, my own local public library, impact and efficiency, teen librarians are libraries across the country, there are chal- Teen Librarian Melissa Brinn runs an active increasingly looking to offer joint services lenges to implementing them more broadly TAB. Teens interested in participating must with other agencies that serve teens, often and to helping teens move beyond the per- complete written applications, and inter- moving library services outside of library sistent view of libraries just as paper book views are held once each year to select TAB buildings to places where teens can be providers. Indeed, my own recent research members. The TAB meets about two times a more easily reached. Katz discussed public with high school students in a technology-

<12> Strategic Library™ ©2017 » US public library services for teens are by no means doomed to fail. The single most important element for future success is the potential for teens to develop deep interest and enthusiasm in their libraries.

focused public high school showed students previously.23 The young woman who made ing Young Adult Services, ed. Anthony Bernier to have “a widely held perception that librar- this announcement hadn’t used a public li- (Chicago: Neal-Schuman, 2013), 33–52. 5 Richmond Public Library, Library Plan of Service: ies represent an outdated past, whereas brary in several years and had assumed that Needs Assessment for the Richmond Public technology represents these teens’ everyday they were outmoded and useless. One day Library, February 2009, p.0.1, accessed Apr. 22, reality. Few saw libraries as relevant to their she happened to visit her local library and 2016. daily lives, yet most saw social media as rel- realized that it had much to offer her, from 6 Ibid., p.0.6. 7 evant.”21 More effective marketing to teens leisure opportunities, to homework support, Ibid., p.3.7. 8 Denise E. Agosto et al., “Teens, Libraries, and and adults is needed to make the public to social engagement, to a welcoming place Social Media: Myths and Reality,” Public Library aware of these changes. The lack of public she could frequent other than home, school, Quarterly 34, no. 4 (2015): 318–327, doi:10.108 awareness of the full range of available or commercial spaces. If we can spread this 0/01616846.2015.1106892. teen services is compounded by an ongoing message of the broad range of available 9 Lawrence Public Library, “Teen Zone Social emphasis in the professional writing, which library services to teens across the coun- Media Ambassadors” (2015), accessed May 4, 2016. focuses predominantly on the discussion try, we can ensure the continued healthy 10 Molly Wetta, email communication with au- 22 and promotion of books. The library field growth of the field, and more importantly, thor, May 5, 2016. itself must embrace this future vision of the continued power of US public libraries 11 L. Meghann Kuhlmann et al., “Learning from broader, impact-based library services be- to enrich teens’ lives for many generations Librarians and Teens about YA Library Spaces,” fore we can hope to convince the public of to come. n Public Libraries 53, no. 3 (2014): 24–28. 12 Richmond Public Library, Needs Assessment, its significance. p.2.16. Moreover, these trends are occurring This article was first published in “Public Li- 13 Linda W. Braun, et al., The Future of Library during a period of ongoing tight funding braries” magazine, September/October 2016. Services for and with Teens: A Call to Action for most US public libraries. In the wake of Public Library Association. (Chicago, IL: Young Adult Library Services As- the 2008 recession, many libraries have ex- sociation, 2014): 4. 14 ALA Office for Information Technology Policy, perienced multiple years of local and state ABOUT THE AUTHOR: Digital Literacy, Libraries, and Public Policy funding plateaus or even cuts. The recession Denise E. Agosto is Professor and Execu- (Washington, DC: American Library Associa- may now be over, but most public library tive Director of the Center for the Study tion, 2013): 2, accessed Apr. 29, 2016. budgets have yet to rebound. Now more of Libraries, Information and Society at 15 Seattle Public Library, My Library: The Next than ever we must work to help the public Drexel University in Philadelphia. She can be Generation, Strategic Plan 2011–2015, Feb. 23, 2011, p.10. understand the changing nature of teen reached at [email protected]. 16 Denise E. Agosto et al., “Getting the Most from services to ensure future public support for Teen Tech Week: Lessons from the TTW Survey,” stronger funding of our public libraries and REFERENCES AND NOTES Young Adult Library Services 12, no. 4 (2014): 5. to enable more libraries across the country 1 G. Edward Evans and Thomas L. Carter, 17 Natalie Houston, “Building a Foundation for to meet the powerful potential of public Introduction to Library Public Services, 7th ed. Teen Services,” Young Adult Library Services 9, (Westport, CT: Libraries Unlimited, 2009), 3. no. 2 (2011): 9. libraries as a fundamental social structure 2 Denise E. Agosto, “Why Do Teens Use Libraries? 18 Mega Subramaniam, “Designing the Library of and beneficial influence on teens’ lives. Results of a Public Library Use Survey,” Public the Future for and with Teens: Librarians as the Still, US public library services for teens Libraries 46, no. 3 (2007): 55–62. ‘Connector’ in Connected Learning,” Journal of are by no means doomed to fail. The single 3 To read about the national survey that showed Research on Libraries & Young Adults 7, no. 2 most important element for future success the US public to equate books and libraries, (In press): 3. see: Cathy De Rosa et al., At a Tipping Point: 19 Jeff Katz, ”A Common Purpose: Public/School is the potential for teens to develop deep Education, Learning and Libraries (Dublin, OH: Library Cooperation and Collaboration,” Public interest and enthusiasm in their librar- OCLC Online Computer Library Center, 2014), Libraries 48, no. 3 (2009): 28–31. ies. Luckily, this potential remains strong. accessed May 6, 2016. 20 Richmond Public Library, Needs Assessment, As the title of this article indicates, when 4 In US public library services, the term “young p.3.8. 21 shown the full range of services that today’s adult” most frequently refers to youth ages Denise E. Agosto et al., “Teens, Technology, and 12–18. This article uses the terms “teens,” Libraries: An Uncertain Relationship,” Library public libraries have to offer, teens will often “adolescents,” and “young adults” interchange- Quarterly 86, no.3 (2016): 261. respond positively and become eager public ably, with a preference for the term “teens” 22 Agosto, “Envisaging Young Adult Librarianship.” library users. The quote that inspired the since it is commonly used by youth in this age 23 Agosto et al., “Teens, Technology, and Libraries,” title of this article (“Hey! The library is kind group to refer to themselves. For a discussion 259. of awesome!”) comes from my recent study of these various terms and their use in library literature and practice, see Denise E. Agosto, of high school students in a technology-fo- “Envisaging Young Adult Librarianship from cused public high school, which I referenced a Teen-Centered Perspective,” in Transform-

BY JOSEPH HARTNETT

ABSTRACT Encouraged by the ACRL Framework’s call for librarians to adopt more engaging methods to teach students, as well as for students to assume more active, creative, and reflective roles in relation to the information landscape, the author questioned whether methods put forward by creativity training proponent Edward de Bono for fostering creativity might have any potential value for of helping students to engage in divergent thinking related to developing a research strategy, or as the framework would have it “Searching as a Strategic Exploration.” In order to answer this question, the author investigated the work of Edward de Bono and conducted a small experiment where 20 students in an information literacy credit class were randomly divided into a control group and an experimental group. The experimental group was presented with a set of directed strategies offered by de Bono in addition to regular instruction, while the control group was not. Afterwards, all INTRODUCTION perspectives. Most librarians can recall members of the class were given an open The ACRL framework’s constructive, easily the student who wants to find five ended writing assignment about a vaguely student centered approach to information scholarly articles about a predetermined worded topic where they were asked to be literacy calls for librarians and faculty to topic and wants them fast. Many students creative. Student responses were evaluated adopt more engaging methods to teach are more interested in locating a scholarly for indications of divergent thinking by students, as well as for students to as- source than in engaging authentically counting the number of interested parties sume a more active, creative, and reflective with the process of research. Moreover, in identified in their writing in relation to the role relative to the information landscape the age of autosuggestion, there are few topic. It was found that the experimental de (American Library Association, 2015). The subject related structures that allow one to Bono group engaged in significantly more framework uses language throughout that broaden and narrow topics in the electronic divergent thinking than did the control describes learners as openminded, reflective environment; ideas emerge only because group, both in terms of originality and in creators of information rather than as pas- someone else (the crowd) searched for the total number of interested parties that sive recipients, and for good reason: genera- them previously. The wisdom of the crowd were generated. As such it would appear tive thinking is important. Real life problem may be helpful in answering questions with that de Bono’s methods and other similar solving rarely involves simply picking items definite answers, but is not as useful when approaches have potential value for promot- from a menu. It often requires creativity, one is developing a strategic plan or making ing divergent thinking, an essential capacity or productive thinking, which Moseley a choice. Such dispositions of efficiency and for creativity, and likely for helping teaching described as “…not confined to the analysis satisfaction serve a purpose, but ultimately, librarians develop more active, creative, and of existing arguments but …also concerned they are not particularly strategic for life- reflective classroom practices. The model with generating ideas and consequences for long learning in the 21st century, which used is original within the realm of library action” (2005, p. 119). values creativity as a skill (Partnership for pedagogy and has the potential to help li- In the author’s experience, students 21st Century Skills, 2008). brarians apply divergent thinking strategies do not have trouble converging on ideas, With this in mind, the author began to information literacy programs. but in seeing information from different to investigate ways in which creativity is

<14> Strategic Library™ ©2017 encouraged, in order to identify processes based upon his idea of the brain as a self or practices that better operationalize and organizing system that establishes and encourage the creative dispositions called uses routine patterns. De Bono describes for in the framework (in conjunction with creativity as a highly unnatural process preparing to teach a creditbearing informa- that necessitates lateral thinking in order tion literacy class). While the ACRL frame- to introduce new patterns that produce work provides various examples of practices new connections (de Bono, 1995). De Bono and dispositions in which information liter- advocates that his processes and thinking ate learners may engage, it does not offer a programs should be taught as an area of great deal in terms of the means by which study distinct from the regular curriculum, librarians and faculty can increase the likeli- so that such instruction may serve individu- hood that this type of learning takes place. als better than subjectbased instruction (de This is, of course, a feature, rather than a Bono, 1976, pp. 158–9). fault of the framework, as librarians are free Given the need for instruction librarians to develop their own outcomes and activi- to identify means with which to increase ties to meet local contexts. However, librar- Hats program. the probability that students will develop ians interested in such means must look De Bono’s CoRT Thinking Program offers creative dispositions, the author wondered beyond the framework for such guidance. 60 “attention director” processes divided if any of de Bono’s many CoRT processes, It appeared that simply reminding into ten lessons that can be used individu- lateral thinking or others, may have value students to adopt creative, openminded ally or in sequence. Individual CoRT think- in promoting the more thoughtful, explor- dispositions was not likely to be as effective ing tools are presented often in the form atory, creative practices and dispositions as actually providing opportunities for them of acronyms or short descriptors and are called for in the new ACRL Framework in to practice them.1 The author had heard designed to be practiced in order to take im- relation to information literacy. In order to of processes and programs designed to mediate and deliberative action in relation answer this question, the author performed promote creativity in the arts, such as those to thinking (de Bono, 1983, p. 118). literature reviews on the major theories of Eno and Schmidt (2001), who used decks Some tools are simple ones, such as PMI behind de Bono’s work and then conducted of cards designed to encourage creative (Plus, Minus, Interesting): learners examine a small experiment. thinking by oblique (sideways) strategies an example situation and consider only its with musicians such as the late David positive points. This is followed by a stage in LITERATURE REVIEW Bowie. Further investigation led to the dis- which they consider only its negative points, De Bono and the Field of Psychology covery that, rather than leaving it to chance, and finally, consider only the interesting The study of creativity has a long, rich his- organizations including those involved in points of the problem (Moseley, 2005, p. tory in the field of psychology, which investi- engineering, commonly adopt and promote 167). More complex and logical methods gates this complex subject via its processes, creative strategies and programs to increase include Evidence Structure (Key, Strong, the personality traits of creative people, and the likelihood that creativity and innovation Weak): learners consider an argument and the characteristics of creative products and will occur (Puccio & Cabra, 2010, p. 158). identify which evidence offered is crucial, environments (Plucker & Makel, 2010, pp. While investigating along these lines, good, or unnecessary (CoRTthinking.com, 49, 51). The processes used in de Bono’s ap- the author came across the work of Edward n.d.; de Bono, 1983, p. 123). There are also proach to creativity via lateral thinking are de Bono, who offers a wide range of prob- more unusual “lateral” techniques that indeed topically situated within this field of lem solving techniques that claim to teach involve the introduction of randomness investigation. However his theory of lateral individuals and groups how to think more and the suspension of judgment such as thinking is not recognized as a coherent and creatively. De Bono is known for coining Random Input: learners introduce a new empiricallyvalidated theory within psychol- the term “lateral thinking,” a cognate for idea in conjunction with the idea at hand ogy (Higgins, 2015, p. 20; Moseley, 2005; creative thinking that appears in the Oxford to produce something new (de Bono, 1983, Sternberg & Lubart, 1999). English Dictionary and is often mentioned p. 123). De Bono describes his theory of A closer look at de Bono’s eloquent and in conjunction with his work (Moseley, lateral thinking as at once an “attitude of encouraging work on the topic within his 2005, p. 134). De Bono’s methods have been mind”, and a set of processes designed many publications soon reveals that they adopted widely for use in industry and edu- to help learners break free from habitual include no external references, other than cation, and they have enjoyed considerable “vertical thinking”—thought processes those to his own previous publications, popularity and commercial success (Burgh, that tend to lead to predictable outcomes where he offers evidence in the form of 2014; Higgins, 2015; Moseley, 2005, p. (de Bono, 1968, p. 18; Moseley, 2005, pp. anecdotal accounts and case studies of 136; Puccio & Cabra, 2010, p. 160; Smith, 121, 138). Lateral thinking involves thinking work he and his associates have conducted. Jeffery, & Smith, 2010). De Bono offers a deliberately about situations in different The fact that de Bono does not situate his wide range of metacognitive strategies de- and sometimes unusual ways to generate work within an academic context has been scribed as “thinking tools,” which constitute new ideas “by suspending instant judgment the source of a great deal of criticism on entire “thinking programs,” such as his CoRT or by directing the thinker’s attention to all the part of academics over the past four de- Thinking Program (CoRT is an acronym for the relevant and interesting aspects of a cades (Burgh, 2014; Dingli, 2008; McPeck his company, the Cognitive Research Trust) problem” (Moseley, 2005, p. 134). & James, 1983). and his more widely known Six Thinking The concept of lateral thinking is Psychologists take issue with com-

Strategic Library™ ©2017 <15> mercial endeavors such as de Bono’s, as evidence in the literature that his programs 1996). The literature also indicates the they diminish their more rigorous efforts provide generalized thinking competence as pedagogical usefulness of CoRT tools in to understand creativity as a field of study de Bono claims they do (Moseley, 2005). structuring the conversation in science and (Sternberg & Lubart, 1999). Despite this, special needs education (Rule & Stefanich, they do recognize the potential usefulness Divergent thinking 2012), and for increasing motivation and of his tools and make a point not to reject Although de Bono may not say so himself engagement in work and classroom set- them simply because they have not been in his publications, his programs are noted tings in engineering and design contexts studied and validated empirically (Begbie, by Sawyer (2015) as having been inspired (Barak & Doppelt, 1999; Christoforidou, 1970; Sternberg, Kaufman, & Pretz, 2002, by work conducted in the field of creativity Olander, Warell, & Holm, 2012; Raven & p. 99; Sternberg & Lubart, 1999). studies by psychologist Ellis Paul Torrance, Smith, 2007). De Bono’s Six Thinking Hats De Bono claims that he refuses to partic- who in the late 1960s developed a battery of program (which shares a section with CoRT) ipate in academics because he is simply un- psychometric tests designed to investigate also has been used successfully for similar interested in its traditions, which he believes and measure the capacity for creativity. Tor- purposes in a range of disciplinary contexts are adversarial in nature, and predisposed to rance’s work is based on the theory of diver- (Gregory & Masters, 2012; Karadag, Sarltas, “vertical,” deductive, critical, and argumen- gent thinking (DT), a highly influential con- & Erginer, 2009; Powers & JonesW alker, tative thinking that prevents the emergence struct developed by psychologist J.P. Guilford 2005; Schellens, Van Keer, de Wever, & of new possibilities (Dingli, 2008). However, in the 1940s, which suggests that “the abil- Valcke, 2009). it should be noted that this lack of interest ity to envision multiple solutions to a prob- De Bono’s processes do not involve very likely serves his own interests, as he is lem lies at the core of creativity” (Davidson simple brainstorming, but rather a directed in the (apparently successful) business of & Frey, 2011). DT involves generating ideas, problem solving structure for undertaking selling his programs and services. De Bono options, possible solutions, and different it in explicit steps. These processes serve to reports that his methods have been used points of view, while convergent thinking, model an example of what problem solving around the world by schools and govern- its opposite, involves narrowing thoughts can look like, and provide example consid- ments, as well as business organizations, to a single idea and, in doing so, evaluating erations through which to reflect and apply including AT&T, British Airways, British Coal, one’s results (Basadur & Hausdorf, 1996). DT. It has been shown that both model- DuPont, Ericsson, Prudential, and Siemens. DT thinking alone is of little use without ling behavior and placing learning activi- His methods also were used by the orga- evaluative and convergent thinking (Runco, ties within a problem context are optimal nizers of the 1984 Olympic Games in Los 2003). DT is still the instrument used most means to promote memory and transfer Angeles, as well as by the organizers of the widely in the field of creativity studies, and (Cook & Klipfel, 2015). Creative activities, 1983 America’s Cup (de Bono, 1983, p. 115; is referred to commonly as being an essen- such as DT, can provide opportunities for de Bono, 1995; Dingli, 2008). For de Bono, tial capacity for creativity (Runco, 2014; The deeper reflection and engagement in rela- the widespread use of his tools is sufficient RSA, n.d.). Although critics of de Bono’s work tion to subject content, which is a highly validation (Moseley, 2005, p. 137). reject his claims that his tools can develop effective way to encourage retention (Baer “thinking skills,” they do, however, recognize & Garrett, 2010, p. 17). Thinking as a skill that de Bono’s processes are useful instead De Bono’s critics, such as philosopher James for promoting DT (McPeck, 1981, p. 104; Thinking routines McPeck, note that his nonacademic stance Paul, 1985; Sternberg & Lubart, 1999; De Bono’s methods also are useful peda- is particularly problematic and egregious Weisberg, 1986). gogically from another perspective. His as he makes strong empirical claims about In this respect, the literature shows that thinking tools clearly are representations of the nature of the mind and the ability of his portions of de Bono’s work are potentially what are now referred to more commonly products to teach “thinking as a skill” inde- useful. A number of studies have provided as “thinking routines,” which are used for pendent of subject matter (McPeck, 1983; evidence that CoRT tools have significant teaching thinking dispositions that help Weisberg, 1986). There is, in fact, a long- positive effects on increasing individuals’ deepen content learning (“Project Zero: Vis- standing academic debate about the notion DT (Adams, 1989; Alkahtani, 2009; Birdi, ible Thinking,” 2015). Such thinking routines that universal skills can exist separate from 2005; Nickerson, 1999; Ritchie & Edwards, are at the center of Harvard’s Project Zero subject content (Smith, 2002, p. 659). In Visible Thinking initiative, which views them fact, the ACRL Framework rejects this notion as potentially highleverage means to pro- specifically and approaches the subject mote thoughtful dispositions in classrooms of information literacy instead in terms (Ritchhart & Perkins, 2000).Visible Think- of practices and dispositions rather than ing researchers have found that teachers skills (American Library Association, 2015). who promote these kinds of dispositions For these reasons, critics ultimately have successfully “tend to create, adopt, and use rejected de Bono’s theories and his claims specific routines as scaffolds” (Ritchhart, of being able to generate competence in Church, & Morrison, 2011). Ritchhart (2002) universal thinking skills. Apart from a Ven- described thinking routines as having the ezuelan study in the 1970s that did show following characteristics: generalized improvement in pupils who Have only a few steps, are easily learned completed the CoRT program (Nickerson, and remembered, can be easily scaffolded, 1999) there otherwise is not a great deal of get used repeatedly and are useful across a

<16> Strategic Library™ ©2017 » While nearly every frame within the ACRL framework offers general language that affirms the need for students to adopt open minded, exploratory dispositions, only the frame “Searching as a Strategic Exploration” mentions the word creativity specifically (offered as an example of a disposition). variety of contexts. These processes are used put; Solutions, Choice, and Operation. TEC to choosing and focusing on a topic, which both in public as well as in private. They PISCO serves as the final unit in the CoRT reinforced many of the topics that had been involve creative elaboration and other types program and integrates many concepts covered previously with the class as a whole. of thinking. (p. 92) covered in previous lessons. It is also used They were instructed to return to class for Project Zero’s Visible Thinking group in conjunction with Blue Hat thinking in his the following session ready to be asked offers a wide range of such thinking routine Six Thinking Hats program (de Bono, 1985, about the concepts. processes designed for specific types of p. 181). Members of the de Bono group con- thinking (“Project Zero: Visible Thinking,” vened in class as usual, and received an 2015; Ritchhart et al., 2011). Such pro- METHODS approximately 40 minute presentation cesses provide opportunities for reflection While nearly every frame within the ACRL of de Bono’s TECPISCO framework. At the and engagement with planned subject framework offers general language that end of the class, students in the de Bono content in groups, as they make thinking affirms the need for students to adopt open group were assigned to review the same visible in the classroom and allow teach- minded, exploratory dispositions, only the online module as the control group, and ers to become aware of and to assess it. frame “Searching as a Strategic Exploration” were likewise told to come to the following Not only do these routines provide oppor- mentions the word creativity specifically (of- class ready to be asked about the concepts tunities to practice DT, but they also send fered as an example of a disposition). It also covered. The TECPISCO framework was messages about the constructive and social affirms specifically the need for students presented as something that might be nature of thinking, messages that are highly to engage in divergent thinking (offered as useful in developing a research strategy consistent with what the ACRL framework an example of knowledge practice). This with respect to generating ideas, seeing proposes. Such messages have the power to knowledge practice is listed together with information from different perspectives, and influence learners’ conceptualizations about others, including the need to identify the possibly for uses other than writing papers. learning (Ritchhart, 2006, p. 41). scope of a research problem, and the need The author explained that this framework A difference between visible thinking to identify interested parties who might is not a substitute for thinking, but rather routines and those that de Bono offers is produce information about a topic. Based a method to keep considerations related to that, in addition to being available freely, upon this, the author imagined that pre- solving problems organized in a potentially they are to be used to enhance classroom senting students with de Bono’s TECPISCO memorable way. Each step of the framework instruction rather than to serve as stand- process might have an effect on the number was accompanied by a PowerPoint presen- alone skills. of interested parties they identified in rela- tation, and students were given handouts tion to a vaguely worded prompt about a that described each tool. The author did not Experiment: Testing de Bono’s Theories in hypothetical topic. teach the entire CoRT program, but only the the Classroom With permission from the college’s IRB, section related to the concept of developing As de Bono was inspired by Torrance’s work the author recruited and obtained informed a research strategy. Specifically, the students and because his methods are seen to be consent from twenty students, all of whom were presented with the following tools: useful in encouraging DT, which remains were enrolled in the author’s fall freshman • Target: Targeting involves identifying the the measurement instrument used most level class, Information Research in the So- target of the student’s focus (de Bono, widely in the field of creativity, the author cial Sciences and Humanities. The students 1983, p. 123). wondered whether presenting students included 13 male and 7 female freshmen • Expand: Expanding includes the student’s with some of his processes might result in aged 1820 years. The author divided the exploration of the target by saying as increased DT in conjunction with developing class randomly into two groups, a de Bono much as can be said about it (de Bono, a research strategy and designed an explor- group (7 males, 3 females) and control 1983, p. 123). atory experiment. group (6 males, 4 females). • Contract: Contracting involves narrow- The experiment presented 20 un- Over a period of several weeks during ing the information to determine which dergraduate students in a creditbearing the semester, the author covered with the aspect(s) is (are) most important. The pro- freshman level information literacy class entire class a group of concepts in the ACRL cess is said to be applicable generally and with an interconnected series of de Bono’s Information Literacy Standards related to can even be used to help solve problems thinking tools used in association with the developing a research strategy, specifically in the subsequent PISCO phase (de Bono, CoRT Thinking Program, TECPISCO, which the skills identified by SAILS (“SAILS Skill 1983, p. 123). represents a process that can be used for Sets,” n.d.). At the end of this period, rather • Purpose: The hyphen in the mnemonic problem solving. The acronym stands for than coming to class, the control group was denotes the existence of two separate, Target; Expand; Contract; Purpose; In- assigned to review an online module related but interrelated processes. The P in PISCO

Strategic Library™ ©2017 <17> control group was presented with a discon- nected set of less memorable considerations. The TECPISCO problemsolving model encourages and incorporates DT in explicit steps, such as in the Expand stage of TEC, and in the explicit instructions it offers in its Input and Solutions stages. Further, the tools likely provided the message that problem solving and DT are valuable. Another possible explanation for these results is that students were prompted with a memorable mnemonic sequence.

LIMITATIONS OF THE STUDY Admittedly, the author investigated a very narrow facet of student writing. There was no pretest to compare to these experimental results, and an official Torrance test was not used. The TECPISCO process was not offered and repeated multiple times through- Figure 2: Originality. Control Group: 9. Experimental Group: 20. out the semester to make it a true routine, and the quality or appropriateness of the (a more indepth approach than the gen- veloping a research strategy in which they results as search terms were not evalu- eral TEC method) refers to Purpose, which were asked to be creative, and to elaborate ated (although at face value, the de Bono requires the student to identify a goal. De on how they would develop an excellent group’s original ideas did appear to be more Bono makes distinctions among differ- research paper for the vaguely worded topic, thoughtful). Thus, no claim is made that the ent purposes a learner may have, such as “Homelessness in our cities,” for a sociology responses offered represent the correct or solving a problem, generating a plan, or class in which they were hypothetically en- most appropriate keywords one should use making a decision (de Bono, 1983, p. 124). rolled. Students had one hour to complete to undertake research about homelessness, Purpose is similar to Target (T) in TEC. the assignment. After the writing session, but rather that they could be seen simply • Input follows and involves identifying all the author collected the student papers, re- as an indication that students had a greater of the information that goes into thinking moved identifying information from them, disposition or inclination to engage in DT that ultimately will result in output. De and then counted the number of people or because they had more practice and encour- Bono asks the learner to consider factors groups each student identified in relation agement in doing so. such as the setting and scene, people to the openended prompt to see if de Bono It is important to understand that DT involved, and information available (de instruction helped the experimental group tests do not measure creativity itself, and Bono, 1983). Input is similar to Expand students think (or describe their thinking) that DT should not be viewed as a singular (E) in TEC, as it has the learner expand more divergently. ability or skill, as it is measured differently in his/her considerations regarding facets different domains. For example, DT tests are related to a topic. RESULTS AND DISCUSSION presented not only with language cues, but • Solutions follow Input. Here, the learner (See Figures 1 and 2) The results of a blind also by using visual images, and there is no is required to identify multiple different assessment of each paper demonstrated relationship between scores on these differ- solutions by considering obvious, copied, that, in response to the prompt, the de Bono ent tests (Baer, 2011): being a creative short found (imagining “something” that group identified more ideas in the form of story writer does not make one a creative can fulfill the outstanding needs), and interested parties, as well as more origi- dancer. It is believed widely that creativity is improved solutions built upon existing nal responses, than did the control group, addressed best in context (Baer, 1998). solutions (de Bono, 2013). and these results differed significantly. To By evaluating de Bono’s methods using • Choice is next. Students are asked to determine this, the author identified any DT alone, one of the most useful qualities of make choices from the list of solutions people or groups mentioned within each these kinds of processes is actually ignored. generated by the previous tool (de Bono, student’s paper, and counted the number of Encouraging students to engage in DT on 1983). responses offered as a measure of fluency, their own in fact limits them to their own • Operation is the final step in the PISCO as well as the number of original ideas. The conceptualizations. process and focuses on carrying out the de Bono group engaged in more DT in terms choices (de Bono, 1983). of fluency and originality. AREAS FOR FUTURE RESEARCH These results occurred likely because These kinds of processes are most benefi- During the following class when the students were prompted with a list of cial when used in groups. This is the area in entire group reconvened, all students were general contextual considerations related to which de Bono’s tools have found popularity presented with an ungraded, openended, problem solving that involved divergent and and success, and is the theoretical foun- inclass writing assignment related to de- convergent thinking at each step, while the dation with which Project Zero’s Visible

<18> Strategic Library™ ©2017 » This investigation confirmed what appeared clear at face value: that de Bono’s processes do indeed have the potential to promote thoughtful, exploratory, creative practices in the context of information literacy.

Thinking initiative investigates them: as a to TECPISCO (“The Basics of Creative Prob- ABOUT THE AUTHOR: way to enculturate thoughtful classrooms lem Solving–CPS: Innovation Management,” Joseph Hartnett is an information services (Ritchhart & Perkins, 2008); this is another n.d.). Others include the Purdue Creativ- librarian and assistant professor in the New- area that should be the subject of future ity Program, and Productive Thinking. All man Library at Bernard M. Baruch College, research. Both de Bono’s tools and thinking can provide insights to improve classroom City University of New York, where author routines that incorporate DT, such as those teaching. also earned an M.S.Ed. Previously, he earned compiled by Project Zero, can very likely be Librarians interested in DT may also con- an M.L.S. with a concentration in informa- used in a group library instruction environ- sider investigating the effects that thinking tion science from the University at Buffalo, ment to address and discuss classroom routines may have by using mind maps, a li- State University of New York readings, images, sources, or objects for the brary classroom instruction method already purposes mentioned thus far. In addition used commonly. Librarians might also take FOOTNOTE: to TECPISCO, de Bono also offers a wide cues from the way that Project Zero schools 1 While one might think that finding ways to variety of potentially pedagogically relevant investigate the efficacy of such routines: by encourage creativity in the classroom is more likely to distract students from learning than processes with which to investigate learn- teachers sharing with each other the think- encourage it, this is, in fact, not the case, as ers’ values, beliefs, and emotions (especially ing products made visible with the goal of “the most effective ways to teach skills and interesting is his Six Thinking Hats system), modifying and improving their practices. content knowledge often involve the very same all of which involve DT, and some of which activities one would emphasize to promote diverge to the point of randomness in case CONCLUSIONS creative thinking” (Baer & Garrett, 2010). The process of constructing or creating is a highly the teacher feels adventurous. This investigation confirmed what appeared effective and generally applicable means to With regard to practical uses of the TEC clear at face value: that de Bono’s processes engage students, as it allows other types of PISCO framework, it could be beneficial in do indeed have the potential to promote learning to be incorporated simultaneously facilitating group discussions and scaffold- thoughtful, exploratory, creative practices in (Anderson, Krathwohl, & Bloom, 2001, p. 235). ing in a problembased learning environ- the context of information literacy. Students ment, or in engaging in a group conversa- presented with a range of his tools showed REFERENCES: tion about how students might approach a statistically significant increase in DT, Adams, M. J. (1989). Thinking skills curricula: the topic of a research paper. which is an essential capacity in creativity. Their promise and progress. 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Kaufman ment, understanding, and independence for all (Eds.), The Routledge international handbook of learners. San Francisco, CA: JosseyBass. research on teaching thinking. Retrieved from Ritchhart, R., & Perkins, D. N. (2000). Life in the <20> Strategic Library™ ©2017 Grants & Funding » An overview of grant and funding opportunities for librarians.

CLOSING PROGRAM SPONSOR DATE Ezra Jack Keats Foundation Mini-Grants. The Ezra Jack Keats Foundation, which fosters children’s love of Ezra Jack Keats 3/31/2017 reading and creative expression in our diverse culture, celebrates the 29th year of its Mini-Grant program Foundation with a call for proposals. Approximately 60 grants of $500 each will be awarded to qualifying teachers and librarians at public schools and libraries across the United States. Decisions will be emailed to all ap- plicants by early May. Details The Snapdragon Book Foundation was started in December, 2008 to provide funds to improve school Snapdragon 4/1/2017 libraries for disadvantaged children. Grants will be awarded to public, private, and experimental schools. Foundation Founded by a former school librarian, this foundation exists to put books in the hands of kids. In a time when many schools are reallocating their funds to technology and audiovisual equipment, we hope to make sure that school libraries are still offering children good books to read. Details Preservation Assistance Grants for Smaller Institutions. Preservation Assistance Grants help small and National 5/2/2017 mid-sized institutions—such as libraries, museums, historical societies, archival repositories, cultural Endowment for organizations, town and county records offices, and colleges and universities—improve their ability to the Humanities preserve and care for their significant humanities collections. These may include special collections of books and journals, archives and manuscripts, prints and photographs, moving images, sound recordings, architectural and cartographic records, decorative and fine art objects, textiles, archaeological and ethnographic artifacts, furniture, historical objects, and digital materials. Details The Preservation and Access Education and Training program is central to NEH’s efforts to preserve and National 5/2/2017 establish access to cultural heritage collections. Thousands of libraries, archives, museums, and historical Endowment for organizations across the country maintain important collections of books and manuscripts, photographs, the Humanities sound recordings and moving images, archaeological and ethnographic artifacts, art and material culture collections, electronic records, and digital objects. The challenge of preserving and making accessible such large and diverse holdings is enormous, and the need for knowledgeable staff is significant and ongoing. Details Humanities Access grants help support capacity building for humanities programs that benefit one or National 5/3/2017 more of the following groups: youth, communities of color, and economically disadvantaged populations. Endowment for Humanities Access grants establish or augment term endowments (that is, endowments whose funds the Humanities are entirely expended over the course of a set time period) to provide funding for existing programs at institutions such as public libraries, local and regional museums, historical societies, community colleges, HBCUs and tribal colleges, Hispanic-serving institutions, archival repositories, and other cultural organizations. Humanities Access grants are intended to seed longer-term endowment-building efforts. Details The Awesome Innovation in Libraries Chapter was created by a small working group of passionate librar- The Awesome Ongoing ians within Library Pipeline who wanted to provide a catalyst for prototyping both technical and non- Foundation technical library innovations that embody the principles of diversity, inclusivity, creativity, and risk-taking. Naturally, we embedded these principles into the grant selection guidelines. We are thankful for our dedicated team of trustees and sponsors who make this initiative possible. If you have an awesome library project that fits within these principles, we want your application! Apply Now, Proposals are due on the 1st of each month, decisions are rendered by the end of the month. Accepting grant submissions on March 1st (deadline to submit is March 15th). Questions? Email us at: [email protected] Beyond Words. Dollar General, in collaboration with the American Library Association (ALA), the Ameri- Dollar General Ongoing can Association of School Librarians (AASL) and the National Education Association (NEA), is sponsoring a school library disaster relief fund for public school libraries in the states served by Dollar General. The fund will provide grants to public schools whose school library program has been affected by a disaster. Grants are to replace or supplement books, media and/or library equipment in the school library setting. Details Bookmobile Grant Program. Lois Lenski, children’s book author and 1946 Newbery medalist for Strawber- Lois Lenski Ongoing ry Girl, had a life-long concern that all children have access to good books. Toward that end, the Founda- Covey Founda- (February- tion provides grants to bookmobile programs that serve children from disadvantaged populations. The tion October) Lois Lenski Covey Foundation awards grants to organizations that operate a lending bookmobile for pur- chasing books published for young people preschool through grade 8. Bookmobiles operated by charitable [501(c)(3)] and other non-taxable agencies, including public libraries or schools, are eligible. The Founda- tion provides grants to organizations that serve economically or socially at-risk children, have limited book budgets, and demonstrate real need. Grants for 2017 will range from $500 to $3000 and are specifically for book purchases, and cannot be used for administrative or operational uses. Details Strategic Library™ ©2017 <21> Through the generous donation of Marina “Marney” Welmers, an AASL member and retired middle school AASL Ongoing librarian, AASL is pleased to offer the Inspire Collection Development Grant, a grant so that an existing public middle or high school can extend, update, and diversify the book, online, subscription and/or software collections in their library in order to realize sustainable improvement in student achievement at their school. The Fund is $20,000 per year. The direct assistance grant shall be capped at $5,000. At least four grants per year will be awarded with the total number of grants determined by number of appli- cants, geographic distribution, and total unmet need as determined by the Jury. Of the total, at least two (2) grants up to $5,000 per year will be awarded to a public middle or high school that has 85% or more of its student population qualified for Free/Reduced Lunch (FRL) program. Details The D.U.C. Library Program provides public schools and libraries with free books on contemporary art and Art Resources Ongoing culture. All public institutions who self-define as underserved are encouraged to create and account and Transfer place an order through our website. This year, A.R.T. is thrilled to feature over 148 new titles, as well as new educational and editorial content on our redesigned website. We hope you will also take a look at our journal to learn more about our activities and the books we distribute. If you have any questions, com- ments, or suggestions as to how we can better serve you and your students and readers, we hope you will be in touch! Please write us with thoughts and suggestions at: [email protected]. Details Children’s author Ann M. Martin and friends began Lisa Libraries as a memorial to a friend. Lisa Libraries Lisa Libraries Ongoing donates new books to organizations serving children in low-income areas, and helps to start or expand children’s libraries in places such as day care centers, prison visiting areas, and after school programs. Details Barnes & Noble considers requests for national and local support from non-profit organizations that Barnes & Noble Ongoing focus on literacy, the arts or education (K-12). In addition, Barnes & Noble is committed to literary-based Booksellers sponsorships and seeks to partner with organizations that focus their core businesses on higher learning, literacy and the arts. Details Surplus Books Program. The Library of Congress has surplus books available to non-profit organizations. Library of Con- Ongoing The books are a mixture of topics with only a small percentage of publications at the primary and second- gress ary school levels. Your library needs to send or designate someone to choose books from the collection and pay for shipping the material. Details TechSoup has the products you need to maximize your technology services to your community. Whether TechSoup Ongoing you’re looking to upgrade your public access computers, seeking new software, or searching for a way to keep your technology secure, TechSoup’s donation program can help you make it happen. We also have a wide range of content and free webinars tailored especially for public libraries on TechSoup for Libraries. Details The Wish You Well Foundation supports family literacy in the United States by fostering and promoting Wish You Well Ongoing the development and expansion of new and existing literacy and educational programs. Details Foundation

<22> Strategic Library™ ©2017 » “I go into my library and all history unrolls before me.” -ALEXANDER SMITH Strategic Library focuses on innovation, best practices, and emerging trends in the complex and rapidly evolving library landscape.

Published monthly, Strategic Library assists administrators and managers Issue 30 // July 15, 2016 in all types of libraries as they deal with day-to-day and strategic challenges. Keep off the Moors: The Road to Data In-depth articles, written by highly regarded professionals in the field, focus Archival Storage HOW PUBLIC LIBRARIES SUPPORT REGIONAL ECONOMIC » The William S. Richardson School DEVELOPMENT of Law Library at the University on leadership, management, evaluation, assessment, marketing, funding, As the nation emerges from recession, economic development experts in cities and of Hawaii embarks on a journey to counties are working to retain existing tax develop their archival collections. bases and attract new sources of revenue. BY ELLEN-RAE CACHOLA AND BRIAN 3. Select the best document management STORIES OF SERVICE-LEARNING: HUFFMAN system that can connect legacy to propri- and more to promote organizational success. GUIDELINES FOR INCREASING etary system, such as the ability to save STUDENT ENGAGEMENT WITH he William S. Richardson School of Law different files, destroy records or send DIGITAL STORYTELLING TLibrary has embarked on a journey to copies. University of Nevada, Reno Libraries provide develop their archival collections. This arti- 4. Begin scanning even before the software support for an Intercultural Communication cle outlines the steps to assess the archival is purchased so that when it is set up, the class in the creation of digital stories. and recordkeeping context of an institu- files can be migrated and searched.1 tion in order to plan the installation and GROWING ORCIDS AT TEXAS A&M development of repositories and technology Although this process refers to a medical UNIVERSITY LIBRARIES to support the access and curation to digital environment, it outlines steps applicable for Registry helps reduce name confusion by collections and electronic records. any library’s needs. An inventory of records aiding researchers and students. According to “Cintas Document Man- helps to understand the quantity and agement Paper: Best Practices for Transi- content of the records that will be migrated Strategic Library is delivered direct to your desktop, as adigital download. BEST PRACTICES FOR tioning to an Electronic Medical Record during this transition. Retention schedules IMPLEMENTING A SUCCESSFUL System,” four principles were discussed: and policies for each department can clarify DIGITAL LAW LIBRARY 1. Take inventory of records. how long the record should be kept, and Developing a strategy for a successful 2. Create retention schedules and policies how it circulates within the organization’s migration to digital. for each department. workflow. These first two steps help deter- Special Charter Subscriber Offer! Yes! Please enter my subscription to Strategic Library at the special charter subscriber rate of $99 for one year (12 issues), a $60 savings, or $299 for a site license (save $200). : . Pay Online Pay by Mail Subscription Options Please complete and mail this form to: Single Subscriber $99.00 USD LibraryWorks, Inc. 7823 Stratford Rd, Bethesda, MD 20814 (Make check payable to LibraryWorks, Inc.) FIRST NAME:______LAST NAME: ______TITLE: ______ORGANIZATION: ______CITY: ______STATE:______ZIP/POSTAL CODE:______PHONE: ______E-MAIL ADDRESS: ______Bill Me FIRST NAME: ______LAST NAME:______TITLE: ______ORGANIZATION: ______CITY: ______STATE:______ZIP/POSTAL CODE: ______PHONE: ______E-MAIL ADDRESS: ______PO # (IF APPLICABLE):______Thank you! Your subscription will begin upon receipt of your payment.

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