Below are test forms for the READ On, Ohio! Award Application and the Floyd Dickman Application.
By: Deb Logan, OELMA President
Missing school means doing paperwork, putting together sub plans, adjusting instructional times, and losing learning time. Anytime I contemplate missing school, I have to think about the cost versus the return on my investment of time and the use of my precious few professional development days. That means I need professional development opportunities that have a high return for my investment. Did attending the 2017 OELMA conference pay off? Yes, and the payoffs started immediately and they continue to roll in!
The return on my investment started as soon as I returned to school. My students wanted to know where I had been. Their guesses ranged from my being home sick to my going on a beach trip. I told my younger students about my meetings by sharing books by Charles R. Smith, Jr. They were excited to hear about a poet also being a professional photographer and an American Ninja Warrior. My older students were also intrigued and excited to hear about Charles R. Smith, Jr. There were gasps when I told them about meeting Serafina author, Robert Beatty. We talked about his career path and books before watching the video he made for his books. Anecdotes about these authors now join the countless others I have collected over the years and will be shared with students along with their autographed books. I ask authors to sign my books to Mrs. Logan and her library friends.
Within two weeks of attending conference, I was able to use a combination of ideas from conference to do a presentation in front of my new school board. For weeks before attending conference, I was actively searching for an idea to use during the board presentation about our new program. I knew I wanted to have a challenge activity that one of my advisory board students could introduce to groups consisting of other advisory board members (grades 3-5) and school board members. This all had to work in an extremely limited time frame and with the wide range of ages. At conference, I heard several ideas during sessions and from other attendees that I was able to pull together with what I had already planned. The ideas from conference rounded out a plan that worked perfectly for the participants and the school board’s time frame. The presentation was a success.
My takeaways were not limited to ideas and information I used in October. Listening to how others implement challenges and structure maker spaces impacted my thinking in myriad ways. In one session, small groups talked about basic things like how we arrange the maker space areas of our rooms. I also learned about different products and resources to use in my program. These conversations led me to the exhibitors where I could find out more about the resources I had heard about. The After Hours Task Party was fun and as colleagues played with materials and the making process, it made me think more deeply about how to ignite the same kind of excitement and passion in my students. What opportunities can I design? How can they be structured? Conference also helped with ideas for using resources that I already had. In August, I had ordered a breakout kit and began work on a breakout idea. Angela Wojtecki and Trent Robert’s preconference session on breakouts helped me with developing that first original breakout.
Finally, one of the least tangible, but most important things I take away from OELMA’s annual conference is time with “my library peeps.” Even though most of my career has been in a collaborative instructional program, I also typically work as the “only one of my kind” in schools where other teachers are parts of grade level and other teams. It is refreshing and invigorating to spend time with peers who are “kindred spirits” and who have shared mindsets. As a profession, we face similar opportunities and challenges. I thank each of you who planned, presented, shared and attended for the learning, ideas, and inspiration from this year’s conference.
Yes, attending OELMA meant that I had to miss school, do paperwork, justify attending,l and make lesson plans. It was also time away from my students. My students were upset that I was gone, but they are also excited and engaged by the ideas and information that I brought back. I came back to school recharged and with ideas that I immediately began to use and share. Those ideas continue to help me put together the best possible learning experiences I can for my students. OELMA 2017 was an excellent investment and I am looking forward to OELMA 2018!
By: Rob Kaminski, Woodbury Elementary, Shaker Heights Schools, OELMA Director to Operations Strategic Committee
I am labeling and physically organizing my fiction collection of approximately 9,000 books by genre. Within each genre, books will be organized alphabetically by author’s last name.
Quite simply and most importantly, genrefication suits my particular library community. Ninety-five percent of the book requests I get from students are, “Where are the (insert genre here) books?” My students naturally want to browse by genre, which is not surprising, given that it’s the method used in bookstores, and for finding content on Amazon, Netflix and similar outlets.
In addition, many literature teachers in my school regularly feature a particular genre with each unit taught. A genrefied library makes it much easier for students to find a book they will enjoy from the assigned genre, especially if I am unable to assist them because I am working with another class when they visit.
If you are considering genrefying your library, I would start with the why. If you can’t answer that question with confidence, it might not be worth the work that lies ahead, or it simply might not be the best fit for the needs of your library. It is likely that genrefying will raise questions and could be met with resistance, so it is important that you have clear reasons why it will best serve your own library community.
I have been passively planning this change for several years, mentioning it as a possibility to my administrators and researching other libraries that have made the switch. Last summer, I formally proposed this project to my supervising administrator, including the timeline and plan that I detail below.
May 2018–Summer 2018
I definitely recommend reading and learning from those who have taken on this project before. There are many blog posts on genrefying and Follet also has a guide on their website. With every single step of this process, you should listen to what others have to say, BUT ALWAYS MAKE CHOICES BASED ON YOUR SPECIFIC LIBRARY. Choosing genres is a great example of this. Many libraries include specialized genres such as Romance, Urban, Fairy Tales, and Paranormal and I have no doubt they are useful designations in certain libraries. However, in my library that serves students in grades 5-6, I wanted to keep it fairly simple and choose genres that would communicate the tone of the book to my target audience. My genres include: Fantasy/Science Fiction, Historical, Thriller, Graphic Novels, Sports, Realistic, Mystery, International, Humor, and Adventure. International Fiction is one that might not make sense at a lot of libraries, but it is a featured genre for our enriched language arts classes and we have a collection that merits its own category. I also reached out to teachers and students for help in choosing between Horror and Thriller; don’t forget to tap into the thoughts and ideas of your library community. Likewise, I purchased genre labels from Demco with symbols that I thought my students would identify each genre with the best.
You should absolutely do a thorough weeding of your fiction collection before beginning to label your collection on a large scale. The genrefication process is a lot of work and you don’t want to spend any time, energy, or money on labeling books that will not remain in your collection. Whatever your weeding criteria is, I would consider a more thorough than normal approach in advance of genrefying. Another strong recommendation I have is to begin a small-scale labeling system early in the year to work out any kinks. For me, it made sense to label all of the new books that came in throughout the year. This is a great way to work through small but important issues such as, if spine room is limited, do you cover up part of the title or the author’s name with the genre label? Chances are you will change your mind on some small details like this and it’s much better to work through that on a small quantity of books so that you have formalized the details of your system when you are labeling the bulk of your collection.
My next step was to begin labeling books where I could easily determine their genre. I already had some book lists by genre for classes, so I printed those for my library technician to begin labeling. We also labeled series or authors who specialize in certain genres and any books that could be assigned a genre with little or no thought. This will greatly help down the road when you are left with books you are not as familiar with and need to think about what their main genre might be.
When it came time to begin labeling books on a mass scale, I first tried to pull books that could fit into any under-represented genres, which in my library I thought were sports, humor, and adventure. I knew these would be some of the most frequented shelves, but I also believed we didn’t have as many of these books as we do fantasy and other major genres. I thought it would be good to try and seek out books that might otherwise be placed in a major genre by default. To do so, I searched our catalog for terms like sports, adventure, funny, etc. and also searched online for reading lists by genre. I then pulled those books and examined them to see if they were a good fit for one of the smaller genres. For help in deciding genres in general, I often used Titlewave (Follett is our main book vendor) and Goodreads.
If you use Follett, they offer a free Genre Helper Report, which is a spreadsheet including every book in your library. You upload your collection to Titlewave, just as you do for a Collection Analysis. Your sales representative can then give you information on how to request this report. The spreadsheet provides many columns of data, including suggested genres. I only used it sparingly to select a genre for a book that I was unfamiliar with though because they usually suggest multiple genres. You will want to customize the spreadsheet to show only the information that you deem necessary. I added two columns, one for the genre that I selected for each book and another column where I tracked whether it was labeled yet. This was so that sometimes I could assign a genre to a book in the spreadsheet even if I didn’t have time to physically label it at that moment.
However, the real value I see in this report is that it includes a column titled “Thickness” which provides, in millimeters, how much space a book will take up on the shelf horizontally. Once the spreadsheet is completed, I will sort the data by genre and then have an idea of how much shelf space each genre will need total. In a large library, this is very helpful, if you have a smaller library, you may be able to just do this step physically. You’ll have to decide if the spreadsheet is useful to you, as it is definitely an extra step of work to enter the genre you have selected. Since I am not making cataloging changes to reflect the genres I’ve chosen (see below), this spreadsheet will come in handy if we’re having trouble figuring out which genre we chose for any given book.
This is where I’m at in this process today. I will finish labeling books in the next week (I think) and then will probably have to bring my kids in a few days throughout the summer to physically move the books to their new location. I will blog about this again when I have finished the project and include what the student and teacher reaction is to this new organizational system.
Changing the Catalog?
For the most part, I was supported in this endeavor by my administration, in large part because of the research I had put in and because I was able to communicate why it made sense at my particular building. The only resistance I met was in my plan to change the call numbers of the books to reflect the genre (Harry Potter would go from FIC ROW to FIC ROW FAN to show it is FANTASY). There was concern about making significant cataloging changes, both because of the amount of work involved and if for any reason the collection would revert back to its previous organizational system. I understood the concern and was at peace with that compromise because I was confident that physically organizing the collection by genre would solve 98% of the issues I had with the current organization. In other words, my students are much more likely to walk up to the Mystery section than they are to search the OPAC for Mystery books. Many librarians do indeed change cataloging when genrefying, which is another level of work. In my research, most librarians did this step on their own time in the summer, which is what I had planned to do when I first proposed this project.
Which Genre is This Book?
There are few books that fit neatly into just one genre and you will need to decide how to handle this at your library. Our middle school uses multiple genre labels for many books, but I wanted a simpler appearance for my younger students, so I stuck with choosing one. The only advice I have here is, once again, choose what you think will work best for your students. I picked each genre based on where I thought students would go to find that book, but there is definitely grey territory here. For example, I found myself sometimes choosing Humor over Realistic Fiction because I thought that book might gain more exposure in the Humor section. Sometimes this can be quite challenging. We have many popular series that could easily fall into Fantasy or Adventure. I decided early on that Fantasy would usually win that battle. I found myself using Adventure for a lot of books that walked the border of multiple genres. My students are particularly drawn to adventure books, so in my library that category will cover things ranging from outdoor survival (Hatchet) to books with some fantasy (Inquisitor’s Tale), to books that didn’t find an immediate home elsewhere (Mr. Lemoncello’s Library). This is definitely an area that you will have to ponder and your practice will likely evolve throughout the process and beyond. I plan on having a form out for students to propose changing the genre of specific books and making changes as warranted.
How Long Will This Take?
I am fortunate in that I have a full-time library technician who was able to assist me in this project. If you are a one-person show, you could spread out the genrefication process as long as needed by simply labeling books as you have time. Once you establish your labeling rules, you could generate piles of books by genre and use student or parent volunteers to label them. I have not tracked the hours spent on this project because our time on it has waxed and waned with the rhythm of our daily operations. I felt good about the timeline I had created before the year began and we have pretty much stayed on schedule. If you are set on launching your genrefied library at a specific time, I would block out the major steps and then commit to setting aside time to consistently chip away at it. Keep an eye on what percentage of your collection has been labeled (the spreadsheet can be useful for this) and set your pace according to your schedule.
By: Liz Deskins and Susan Yutzey
Pinterest Board Curated By: Cathie Cooper and Jody Casella
While May is Mental Health month, those of us in education realize that every month should be.
Facts about Adolescent Mental Health
From the National Center for Children in Poverty here are some statistics:
Approximately 20% of adolescents have a diagnosable mental health disorder
Many mental health disorders first present during adolescence.
These are staggering statistics, and those who work with teens know them to be true.
As school librarians, we have some advantages over other professionals in our buildings. Our spaces are usually considered safe places and students spend time there for many reasons. We don’t grade, we don’t judge, and we are happy to see them. This allows us to build long-term relationships; we have these students for several years and often see them longer than any classroom teacher. We hear their stories, happy and sad, and we know their moods and behaviors. This means we are in the perfect spot to catch the warning signs. We can make a difference. We just need to learn how. Here are a few resources that will help.
NAMI The National Alliance on Mental Illness has some excellent articles to learn more.
OELMA Pinterest Board: YA Books that Get Real about Mental Health
YA Books that Get Real about Mental Health, created by Cathie Cooper, shows some excellent fiction titles that may help us open up about difficult topics. The books may become mirrors, windows, or doors for our students.
And finally, BookRiot’s Powerful and Authentic Teen Books about Depression to Better Understand the Illness
As Kelly Jensen, author of this blog, states “ mental illness in teen books has become more abundant in the last few years, in part because of how discussion of mental illness has grown more mainstream culturally. Teen books about depression, in particular, are offering a space for seeing the myriad shapes and forms the illness can take.”
We hope this blog makes you think and give you resources to support your students.
By: Dr. Christina Dorr
Books are mirrors, windows, and sliding glass doors. Who coined this phrase? Dr. Rudine Sims Bishop, OSU professor emeritus, leading voice in the studies of diverse literature, award-winning professional, and one of my former committee members during my Ph.D. work at OSU. She’s the one that helped me understand all those years ago, that children and teens need to first see themselves, second see others, and third learn to empathize with those whose life experiences are different from theirs. And one of the most powerful avenues is through exceptional literature.
June is Pride month, and it’s the perfect time to reflect on your role in furthering understanding – or stifling it – when considering LGBTQAI+ books in your collections. If you’re actively purchasing and making these titles available, Bravo! If you’re not, here are a few thoughts to consider getting you pointed in a more inclusive direction:
A resource to get you started with a teen collection is this Pinterest Board by OELMA member Cathie Cooper: https://www.pinterest.com/oelmalibrarians/lgbtq-themed-ya-books/
And this new book published by ALA written by Liz Deskins and me includes books, questions, and other resources for children and teens of all ages: https://www.alastore.ala.org/content/lgbtqai-books-children-and-teens-providing-window-all
By: Jessica Klinker, Director of Conference and Teacher Librarian at Franklin Heights High School
Admit it–You still get a little bit swoony when you get the chance to meet published authors, right? I know I do! It’s the same for our students; Having the opportunity to meet authors is akin to meeting someone famous. Just imagine, then, what might happen if our students had the opportunity to actually write a story with their favorite author and that story could end up published in a book? Thanks to The Top Secret YA Story Box Project, my students were given a chance to find out this school year.
Over 40 published authors participated in The Top Secret YA Story Box project by contributing short story beginnings, which ranged from a paragraph to 30 pages in length. This story starts to travel to schools throughout the country, where students eagerly unveil the surprise: They get to write the endings to the stories and their endings will not only be added to the Story Box as it continues its journey across the country, but they just might be the ones selected to be published at the end of the project! They could be listed as co-authors with someone like Brendan Kiely, Mindy McGinnis, Margaret Peterson Haddix, or Mike Mullin!
Hosting The Top Secret YA Story Box at our school yielded so many opportunities for collaborating with the ELA teacher, for experimenting with BreakoutEdu, and for encouraging students to dive deeply into literature and the craft of writing, as they were given permission to unleash their voices and channel their creativity to add their unique flair to the stories. Shelly Mann, my colleague in the English department, approached me in September explaining how the box was coming and said, “I would like your help in making this amazing.” (Yes, she is awesome and I am totally blessed to work with her!) Having caught the BreakoutEdu bug at last year’s OELMA conference, she and I decided to have a launch party event where the students completed a Breakout challenge in the library to unlock boxes, which held the Top Secret story beginnings. This collaboration allowed Shelly and me to flex our own creative superpowers, developing clues, building in library search skills and highlighting the library collection. We invited other teachers in the building to come to observe the Breakout Launch parties, which motivated more of them to partner with me throughout the year on other Breakout challenges. The students left the events brimming with eagerness to embark on this writing extravaganza.
This kicked off a three-week writing adventure that resulted in students being more attentive to structure, mechanics, voice, tone, style, and other aspects of writing than we’ve ever experienced before. Suddenly, they weren’t writing just for the teacher’s eyes, they were writing for their favorite authors — and the chance to be published! The students in my building even added their own top-secret contribution to the story box: stories of their own, that were not started by the published authors! Their confidence in their craft had grown and their voices had been unleashed!
You will have the opportunity to learn more about The Top Secret YA Story Box project, including hearing some students who participated reading their stories along with the published authors who wrote the beginnings, when you attend the 2018 OELMA Pre-conference event, Student Voices Unleashed: Published Authors, Teacher Librarians, Untold Possibilities, on Wednesday, October 24th, from 4:30 – 7:30 pm at the Doubletree Hotel in Worthington, Ohio. Kevin Cordi, the Story Box creator, will share more information about the project and OELMA librarians who participated will explain how the project prompted creative collaborations with colleagues. The evening will feature a keynote presentation by Brendan Kiely, as well as presentations and speed dating opportunities with Mindy McGinnis, Margaret Peterson Haddix, and Mike Mullin, all of whom contributed to the Story Box.
Watch for registration to open on the OELMA website in August and also look out for the opportunity to invite students to attend for a reduced rate and administrators to attend for free! Spark some excitement for how you can Unleash Student Voices for Untold Possibilities!
By Deb Logan, OELMA President
You have a strategy that works. Maybe it is as simple as coming up with an engaging way to introduce a concept. Possibly you are having success with building collaborations. Perhaps you have faculty excited about using new technologies. Wonderful. Now, let it GROW! Send it out into the profession and be ready to celebrate when it grows into something new.
We need you! Your colleagues and peers need for you to share your ideas. Just like plants and gardens, good ideas come in various types and forms; there are also different options for sharing your ideas. Ideas can be shared at conferences. If you are not comfortable presenting alone, ask one of your collaborators or a colleague to present with you. If you don’t personally know someone who is interested in similar concepts, consider reaching out to someone in your online network. More than once, I have encountered another librarian online with a common interest. Some of these online encounters have been in other parts of Ohio or even other states. We have proposed, created and planned sessions without meeting in person until the day of the presentation. These have all been wonderful experiences. Panels are also great ways to present as part of a team. If presenting sounds a little intimidating, remind yourself that the attendees choose to be in your session because they are interested in the idea. The idea is center stage and is on display…not you. Your listeners will decide if they will plant your idea in their program. Just like no two daisies are alike, your idea will grow in new ways in another library.
Another way to share your good ideas is to write about them. Pick a place where you think your idea will fit and learn about the publication. If you are looking at a blog, read previous entries. If you want to “plant” your idea in a national publication, look for patterns in the articles and decide which publication is the best fit for what you want to share. What are the typical topics? Does the publication focus on “news you can use?” Is it a journal that features research-based articles? Is the tone conversational or formal? Dig into the publication’s website to see if the journal has a list of forthcoming themes. Does your idea match one of the planned themes? If not, submit it anyway. Typically, even if an issue has a theme, the issue will also include some “stray” articles that do not match the theme. Editors and blog managers are constantly looking for new articles and writers. They are looking for you. Want to start small? Share a practice in response to a request for help on a listserv. Maybe you have a whole “garden” of ideas. If that is the case, consider starting your own blog or writing a book.
Sharing a start from one of your plants with a friend is like sharing a great idea with colleagues. When the start is planted in their garden, it is still from your plant, but it takes on a whole new life in the new setting. Your great ideas can have new lives and can grow into incredible lessons, promotions, events, practices and more that are a joy and benefit to countless students and educators.
Still not sure where to start? Consider this an invitation to write a post on the OELMA blog. Contact Brandi Young at <b.nicole.young at gmail> to start posting and watch your ideas grow!
By Lorri Kingan, Director Liaison to Awards and Scholarship Committee
Do you know a Library Media Specialist who does an exemplary job implementing programs for students and staff? Have you experienced an Administrator that values the library media program and the outreach offered within his/her school? Have you witnessed a media center that is hustling and bustling and is filled with students engaging in learning? Now is the time to seek recognition for these passionate professionals by nominating them for an OELMA award!
Also, there are two scholarships available to students enrolled in an accredited library media program within the state of Ohio. The Allan Oakum Scholarship offers a $500 stipend to a resident of Ohio working toward School Library Media Licensure. The OELMA Scholarship offers a $1,000 stipend to a resident of Ohio pursuing School Library Media Licensure. Nominate yourself or an LMS student and help with the cost of these courses.
The deadline for nominations is April 9th, 2018. Please visit the OELMA site for additional information on nominations for awards and scholarships. Let us celebrate just some of the good that is occurring in our library world!
For additional information, please email email@example.com
By: Kelly Silwani, OELMA Past President
2015. That’s the year I decided to run for OELMA Vice President. I can’t believe it’s been 3 years. What I can believe, however, and what I want to share with you, is that because of my various positions on the board, I have grown professionally and personally in ways I never could have imagined. If you are looking for ways to grow, consider joining the OELMA board.
Nominations are now open for board positions. Please take a moment and look at the positions and the responsibilities that come with them. You can nominate yourself or someone else. One of the advantages of being part of the community known as OELMA, is that there are constantly opportunities for growth and leadership. Being on the board is just one more way. No matter the position, you will grow in leadership, writing, organizational, presenting, library, and teaching skills. You will meet librarians from around the state and work with our board liaisons who represent administrators, ODE, Kent State, and INFOhio. You will get a chance to shape the direction of our organization and create and support new PD opportunities for all of us. You will bring your special talents and skills to the board and trust me when I say… yes, you do have something unique to bring to the table…we all do.
I truly believe that I am a much better librarian, teacher, and building leader as a result of being on the board as Central Region Director, Vice President, President, and now Past President. I’ve gained more confidence as a presenter, and I will have published my first article, co-written with Liz Deskins and Susan Yutzey which stems directly from a board position. Definitely consider running. You won’t regret it.
By: Jennifer Seebauer, Librarian, Teays Valley Middle Schools
Designing a library space for preteens is definitely a challenge. They are part child and part adult and these two sides fight for control of the brain and in turn their actions. A library space must support this transition from child to adult. It also must function as a learning space that provides for student choice. These two aspects can sometimes be at odds.
My library is a highly trafficked area with each ELA class coming to the library at least one, if not 2 days a week. The library must have spaces for small group, large group & individual work. This doesn’t include the traffic from the various groups & committees (both student & staff) that meet in the library before or after school.
After my second year in my brand new library, I realized that I needed to redesign the library. It was impersonal and very institutional. Neither are very appealing, nor welcoming to preteens. As I continued my plight to make all students readers, I needed to make the library a space they wanted to visit and felt like it was their space. I also needed to not discourage teachers from using the library as a classroom as well.
Before talking about redesigning options, let’s talk about the non-negotiables of my space. The wall configuration is a bit, well, wonky for lack of a quality construction term. The room is mostly a rectangle; mostly as the corners of the room are not 90 degrees. It is wider at one end than the other. One wall is all exterior windows; two walls are bookshelves. The fourth wall is a mix of windows and shelves. There are also low shelves taking up nearly half the floor space. The projector falls from the ceiling at the small end of the room. It’s not the ideal room.
Taking this all into consideration: the space physical limitations, the students’ needs & the demands of the space, I looked at the space and began slowly reconfiguring it. If I wanted the library to feel like the teens’ space, it needed some work. It began small — two bean bag chairs and a carpet.
This became one of the most popular spots in the library. Students, no matter the age, wanted to sit there! They would sit or lay on the chairs and quietly work. Truth be told, there were fewer disruptions from the students sitting here than at the conventional table & chairs. This was the sign I needed to add more alternative seating options.
The next addition were the two recliners. These were probably not my best purchases as they are not as durable as needed for pre-teens. Nothing has broken but the fabric is definitely showing wear and the frame frequently needs the bolts tightened. These recliners, like the bean bags & carpet, were purchased using my Scholastic Dollars. When taking this risk of changing the furniture, I needed to use monies I had earned. This is why I was limited to Scholastic. The next few changes were thankfully free.
While students wanted to sit in these two areas, it was limited seating. However, there was a bonus to the lack of alternative seating. It opened up the concept of sitting on the floor. My students had previously been hesitant to sit on the floor — the library is fully carpeted — but with the space evolving to reflect them, the floor became an option. This was the best alternative seating option as it was free.
Some students struggled to work in these seats as there was not a desk surface. An easy addition was the purchase of clipboards. The students all know where they are and help themselves if they would like one.
The summer of 2016 was a big reconfiguration in the library. With the addition of more Chromebooks, two of my computer tables were now tables, albeit tables with holes in them. This provided an opportunity to remove some of the tables as the library now had too many tables. Thankfully my principal agreed to this (and thankfully a teacher wanted some of the tables I was removing). I did add some traditional classroom desks when I removed the tables. If the goal was to give students a place they preferred, why not have traditional desks that some students prefer? Students group them but will also separate them to have an individual work area. Again, this was wonderfully free options that made a huge difference in the space.
Other furniture additions included a high top table, two rocking chairs and three tall stools and two short stools. The library is now 50% traditional seating (tables with chairs or student desks) and 50% non-traditional seating. These items were all purchased from Demco. While these items were costly, I knew they would be durable. Funds were procured by sponsoring a school dance and grant writing to our Boosters and Educational Foundation.
The space is now open, inviting and cozy. While the room is still a lopsided rectangle, the library has a spot for every student. It has also increased student ownership of the library. They value this space and aren’t willing to have others make a mess of “their library”.
The biggest change has been the mind-shift for students and staff that the library seating is not permanent. It can easily be moved and reconfigured. This was the hardest part of the remodel: nothing is permanently fixed and that was intentional. The space is meant to be lived in.