That will be happening here, too, but we haven’t been given evacuation orders yet.

A teacher librarian of my acquaintance asked about the security and weather-tightness of the supplied storage container, and was worried about the condition of the books when they emerge. nd what about the potential for vandalism of the container

I say, “Why worry?”

Many, many people store their possessions in large shipping containers for years on end – and most of our imported books arrive in Australia in the same type of shipping containers, surviving three months of perilous seas and weather. If some books get damaged, well… they get damaged. I suggested they think of this whole experience as an enforced cull. If necessary, make the insurance claims and then buy new resources to replace the damaged ones. Or simply have a smaller collection.

I did a massive cull of huge, dusty old hardcover tomes (and el cheapo, yellowing, brittle, 1970s paperbacks) at a school when we converted it to OASIS from a card catalogue in the 1990s. We cleared the shelves of hundreds of books, much to my principal’s horror – and yet our borrowing rates went way up!

(In any case, if vandals want to destroy library books, they’d have a much better time waiting till the new library is built. Vandalising books in a storage container is hardly much fun. Too much like shooting ducks in a barrel.)

Think positive: visualise our wonderful new school libraries – and spend the intervening months as a roving TL, getting to know the teachers on their own turf (ie. in their own classrooms!) – and plotting and planning how to maximise the learning possibilities of the new library when it arrives.

As for me, I’m really looking forward to plotting, planning, packing and roving – sometime in 2010!

I also created a more involved PowerPoint presentation, in preparation for an ASLA professional development on Saturday at my school. It’s going to be a little strange showing slides of the shoestring makeover of a wall – on the actual wall that was made over!

I’ve been asked to do a presentation on my shoestring makeovers for an upcoming ASLA professional development day, at my school (Saturday 31st October) and, during the last school holidays, I suddenly found myself really regretting not being able to finish off my plan to get a large outdoor sign made. Something that identifies the building as a “Library”!

My temporary external sign has turned out to be so successful, I wanted to share it.

Kevin Hennah’s course on library renovations reminded us about how commercial stores have huge signs featuring their identity, and yet so many public buildings – and especially libraries – seem to keep their identity a secret to passersby. The day I started snapping photographs of the library, pre-renovation (this time last year), the very first shot was of our extremely dull, uninformative, external library wall – yes, that all-important wall, seen by every visitor through our main gate. The wall that gives people their first impression of our school:

How would anyone even realise this was the school library?

So, after several fruitless, forlorn visits to both Bunnings’ Hardware, and Spotlight, I went off to a local computerised signage supplier for a quote on a speedy-but-weatherproof sign that might impress people coming to my seminar session. The results were a little disappointing: only slightly less than a perspex sign and – no matter what – I’d be spending between $206 and $250 and still only ending up with one external sign.

I did take one source of inspiration from my Bunnings trip: they had some long, pre-primed, stretched canvases for artists @ $35.00. Maybe I could pull off a miracle with a similar stretched canvas, if I could locate one the right size at a local bargain store? Bingo! “Cheaper Than Chips” at Penrith only had one, but it was a 31 x 102 cm “Paintwell” brand stretched canvas @ $15.95, plus $2.00 for a tube of “Ultra Blue” acrylic paint.

Last night, I enlarged some lettering (upper and lower case, for legibility) from Word on the photocopier, transferred the design to the canvas, taped up the straight lines with packaging tape, and started painting – and suddenly there was a completed sign.

This morning, my clerical assistant helped me cover the canvas with book-covering polythene, which we affixed with a staple gun. I went outside and peeled off the better-quality version of our two “No Smoking” signs, and transferred it to the other end of the wall with fresh double-sided tape. I then used more of the tape to attach my $18 masterpiece to the wall! I’ve been admiring it every chance I could get today. Please allow me to share:

The complete wall, with the “No Smoking” sign at the other end:

Over the weekend the library suffered a disaster. Literally! Check out the Dewey label: 363.3 Disasters. This is the second time this set of shelves has collapsed! The BER library can’t come quick enough! (And the inspectors were out yesterday, doing the site inspection!)

Library from NSW BER on Vimeo.

‘Allo Vera – and her three new offspring. My photo of the day. A little something for peace and renewal.

This plant is the fourth aloe vera to inhabit this pot since the “shoestring renovations” of my school library, but certainly the most successful (the previous occupants have since recovered after a return to less neglectful circumstances). This week Vera showed off her triplets, much to the excitement of my observant, pint-size borrowers at the charging desk.

These metal skirt hangers might be the best $2.49 (per set of three) I’ve spent during the library’s “shoestring renovation”. Previously, posters and displays of class work would be hung in the library from a motley assortment of unmatched clothes pegs and rusting paperclips. I had intended to purchase special hangers before Book Week this year, but I suddenly realised that, with the eventual arrival of our brand new Building the Education Revolution (BER) school library, that I’d be asking our General Assistant to affix many special hooks to the library ceiling twice in a rather short amount of time.

Pondering how to efficiently hang up to eighteen large Book Week displays, I happened upon the sets of skirt hangers and had a brainwave. There were already cords stretched across the top of most of the library’s window blinds. The wall that had been stripped of pinboards and painted green, for the IWB, was no longer available as a display space. Maybe the skirt hangers would look neater, and hang more securely and lower, than attempting to use plastic and wooden clothes pegs?

I’m quite pleased with the result!

Collecting colour by SCLB

“Book Safari” culture pod by SCHM - “It’s culture – in a pith helmet!”

Every picture tells a story by 6P

Nobody owns the moon by 4/5M

Puffling by KFM

Pull to see 1C

“Book Safari” poster by 4W

Tuart dwellers by 1S

How weird is that… by 2CH

The wizard of Rondo by 5/6D

Sunday Chutney by KB

The big book of happy sadness by 3G

Tom Tom by 2KS

“Book Safari” tree by 3M

How to heal a broken wing by KI

“Book Safari” decorated box by 5B

“Leaf” by SCHC

Shoot animals with a camera, not a gun! by 6W

Safari print balloons

But they also were able to meet Caddies Creek’s infamous Mr Barden (a new resident to the nursing home next door to “Wilfrid Gordon McDonald Partridge”, created during a book rap last year), and a sleuth (or sloth or pack) of friendly bears.

What a great day!

“When will that taxi ever arrive?”

Bear and Chook meet Mr Barden

There’s a Chook in there – and bears as well!

This is the section I’ve put off answering because, really, I find it quite daunting. We, as educational practitioners in school libraries, can spout off about how we should be listened to until we are blue in the face, but helping to provide the necessary statistics as evidence for change – in an organised way, that can be trusted and accurately interpreted – is so difficult.

When governments do attempt to initiate national testing of students, to gather that hard evidence of the value being added to learning, we look at their motives with great suspicion – and rightly so, when we all know how statistics can become such a powerful weapon for cost-cutting and false advertising. After all, teacher-librarians spend a lot of time teaching students how to analyse data and texts to detect their authority, validity and reliability.

Ross mentioned that “one of the critical challenges in terms of continuous improvement and personal capacity building is keeping up to date with the vast body of research”.

Having just attended the two-day NSW DET “Connected Learning 2009“ conference (and presenting in a session last Wednesday), I’m internalising a lot more than just “research and carefully looking at how this can be interpreted and translated into daily professional practice”. This year’s conference was subtitled “Transforming Learning and Teaching” (even the order of “learning” and “teaching” in the title was examined!) and it made me think back to this blog site on more than several occasions.

Some of the points raised by the keynote speakers were so important, thought-provoking and challenging. The presentations by Mark Treadwell and Peter Blassina, particularly, were quite mind-blowing. If you haven’t seen the TED talk on “The Sixth Sense” by Pattie Maes (MIT Media Lab), as discussed by Peter Blassina at the conference, it’s a must-see:
http://www.ted.com/talks/pattie_maes_demos_the_sixth_sense.html

After that video, we were all feeling more than a little inadequate, and yet incredibly excited by the possibilities. As I mentioned in one of my earlier posts, here I was thinking my iPhone was pretty clever, and a harbinger of how students of the future would still be needing the help of teacher-librarians to plough through our information world. If “The Sixth Sense” becomes a commercial reality, the learning curve starts anew before the current one is even finished. Are any of us ready for the next paradigm shift?

Ross also mentions how “often teacher librarians claim that much research is so remote and disconnected from their professional practice. This is an important challenge. In order for research and practice to be more intricately connected, how can this be done? What would you like to see?”

Colleen Foley and I were pleased we had plenty of school principals at our session! But there was so much information to convey in a 50 minute session of a two-day conference – at which all attendees were giving up two days of their vacation. Thus “strategies / initiatives / support at the practitioner level” depend upon practitioners giving up their own leisure time to keep pace. Which is hardly ideal. How else can we ensure that principals are empowered to act in the most effective ways? And will every teacher-librarian be comfortable and capable of providing the local research data being asked of them, and then interpreting it, and internalising the research from further afield, and making it relevant to their day-to-day educational encounters?

At my school, I’m probably very fortunate that we are part of the Priority Schools Program (PSP). In order to keep getting our funding, compiling statistics of our evidence-based practice is embedded. As teacher-librarian, I made sure I was part of the PSP committee, but I can see that setting up something similar – regular, planned pre-testing, post-testing and evaluating – is not easy in non PSP schools.

The time (and funding) needed to analyse results, particularly, and prepare reports that convince all stakeholders that certain changed practices are achieving, or not achieving, outcomes is substantial.

Essential “Strategies / initiatives / support”: Hasn’t it always been about this, and don’t we always complain there’s never enough planning, reflection, money, time and training?