PLA Virtual Conference

My system has access to the PLA Virtual Spring Symposium Archive and I'm listening to stuff as part of my professional development and personal curiosity. First up is  

Practical Readers’ Advisory for Children and Teens

which I think is aimed at adult/reference librarians who have no clue how to talk to children. Some of the stuff I already know, such as, treat kids like you would adults by engaging in a reference interview. Some I've learned through experience, such as when you ask kids a question they may not answer or may take a while to answer because they have never been given the opportunity by other adults to voice their thoughts. (I once had an adult answer every question I posed to a child. It was QUITE irritating.)

Three resources the presenters recommend for keeping abreast of new stuff coming out are:

• http://nextreads.com/ - this is a service of NoveList. The interface says they are building something new.
• http://www.indiebound.org/indie-bestsellers  - This looks like a web version of BookPage, but not by Book Page.
• http://www.ala.org/yalsa/booklists/alex - this is a list of adult books that have appeal for teens branching out.

For the section on recommending books that are above the reader's level. The response was to recommend high image materials such as:

• national geographic books or the Guinness record books
• magazines
• graphic novels, especially of classic literature 

Other recommendations were to:

• give them the audio version
• check online "gifted" lists such as:
• Hoagiesgifted.org/reading_lists.htm
• http://vcbconsulting.com/gtworld/
• https://depts.washington.edu/cscy/resources/ - check to see if the state of Texas (or wherever you happen to be) has a similar resource of reading lists for gifted and talented
• Introduce classics like Phantom Tollbooth that have rich vocabulary and introduce things like philosophy but are still within the maturity level of the younger reader. 

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Then I listened and took extensive notes on 

The Closing Keynote Designing a 21st Century Roadmap for the Future of Public Libraries with Garry Golden of Forward Elements, Inc.

Futurists look at drivers of change:

• trends (continuities)
• events (discontinuity)
• choices (discontinuity)

to make suggestions on emerging issues. In terms of skill set for Librarians - a T shaped asset - the person would have a depth of knowledge in a given domain with the ability to apply that knowledge across various domains. (Like taking my digital libraries knowledge and being able to apply it to collection development, visual design online, providing programming, etc)

The trends Garry sees which are changes in behavior over time.:

• Moving from measuring outputs (size of collection, # of checkouts, # of attendees) to measuring outcomes aka lifelong learning
• "retooling" local (collections, focus on supporting local needs such as supporting successful small business creation), 
• designing the library for place based experiences, (maker spaces, allowing people to come together for their own purposes through study rooms, community spaces)

Lifelong Learning
Libraries evolving from being about access to helping communities master skills. The evolution of learning rose from the apprenticeship model to institutional model (a teacher with many students) to learner model where the individual drives their learning goals, modes and outcomes.

Khan academy- pace of learning is the key b/c individuals learn at different rates; "flipped" classroom is where the learners read the lesson at home and then come to school to do the homework together.

Question- how can libraries anticipate flipped classrooms?
Scaled instruction via MOOCs (massive open online classroom) - can we imagine this in libraries and how?

How: the library as place for instruction
The library could support interacting with instructors as they do with authors. How can libraries offer users more celebrity instructors, even local ones? What about youtube instructors? How about supporting community instructors via Skill Share. How can we help to manage experiences people have with these types of instructors? Can we create a collection of these resources? Yes. But think of the logistics of upkeep. What happens when those files disappear?

From 1998 to 2008, people got very comfortable with managing their profiles (social) online. Now the question of whether instruction is in person or is online is no longer sufficient. The question is whether the instruction is "software guided" or not. Software guided is instruction that moves toward adaptive learning platforms. For example the platform recognizes that the learnrt is better at math in the evening and reading comprehension in the morning. It then suggests or guides the learner to the best times and resources to support their current and future skill set.

Device data = behavior data. Will libraries be willing to use device data in the aggregate to learn about their users? For example, can an "I don't understand" button allow libraries to see where the hangups are in their processes?

How can libraries support users who want to share their story of mastery/ personal growth?

• use of badges
• evolution from resume to (online) portfolio to managing presence (various social media)
• Danny Hills Learning Graphs

Retooling Local
How do libraries provide local communities more information about themselves? Besides collection local information and making it available digitally. Garry gives the following as examples of online services that provide local information.

• Citizen science tools- Project Noah, or similar services
• Peer to Peer sharing via Neighbor Goods, RideShare type stuff

Place Based Relationships

• if users are willing to share their location info, can the library send alerts about new services, programs, resources based on what the user has done/ used before. 
• Can there be updates as to study room use? 
• Finally collaborative spaces (maker), creative aging spaces, craft spaces for "emergent" adults?

How can flexible physical spaces be reflected in the online environment?