Updating the Plan

I’ve added more images to the plan.  There are examples of flexible spaces, modular furniture, multipurpose space, multipurpose furniture, forward thinking shelving ideas, and inspirational pieces.  Hopefully enough to get the creative juices flowing and opening our minds to the possibilities that lay before us.

Click for a closer look in Linoit

STEAM in the Library

Inspired by Get STEAM Rolling!

Five Year Horizon for My Library Learning Commons

1 year – solvable

• remain gatekeepers to rich tapestries of information and knowledge
• incorporate new media and technology into strategic planning
• consider open access
• spread digital fluency
• actively defend fundamental values
• expand access and convenience
• foster authentic learning and discovery
• cross-institution collaboration
• value the user experience
• improve accessibility of library services and resources
• improve digital literacy

2-3 years – difficult

• create space for independent study and collaboration
• focus on user-centric design and accessibility
• advance innovative services and operations
• reimagine organizational structure
• spur innovation
• spread digital fluency
• rethink library spaces
• adapt organizational designs to the future of work
• maintain ongoing integration, interoperability, an collaborative projects
• guide big data
• support digital scholarship technologies
• develop an online identity

4-5 years – wicked

• evolve with the research landscape
• track research and patron data
• balance societal shifts
• evolving nature of the scholarly record
• patrons as creators
• research data management
• rebound from economic and political pressures
• embrace the need for radical change
• upgrade library services platforms
• secure artificial intelligence
• incorporate the internet of things

 

*** Inspired by the NMC Horizon Report: 2017 Library Edition

Computational Thinking

Thanks to CodeBC, I learned more about computational thinking.  I realized that computational thinking is a method of problem solving that I often use in my everyday life.  This strategy can help with forward planning, cooking, and even getting from place to place.  They use the big terms of thinking algorithmically, in terms of decomposition, in generalizations, and in abstractions, but it’s really just about breaking problems down into smaller bits so that they aren’t so daunting.  It goes into more depth but that’s the gist.  At some stage, I guess this was taught to me.  Although, I don’t remember when.   I do remember taking finite in high school and loving it.  Working out all the possibilities has always been a strategy I’ve used before making a sound decision.  Finite was up my alley.  What I liked best about this session of learning were the videos that simplified the learning and made connections that helped me understand the content better.  I also appreciated all the examples CodeBC provides for developing computational thinking in students from primary through to secondary.

3D Design

Oh CAD, how I have missed thee…

Completing this tutorial brought me back quite a few years to when I did CAD more often.  I’ve used a number of CAD programs but never TinkerCAD before.  The basics are the same across the lot though.  I completed the steps for Key Ring, Letters! as laid out by TinkerCAD and then went back and did it using the drag and drop text for my own name.  All in all, it was pretty simple.  The devil is always in the details for CAD so the less variation you’ve got, the better – ie. use the text instead of individual letters to be sure they are all the same relative size and position.  Unless, of course, variation is what you’re after.  I would consider that personalization or artistic licence, not lack of skills!  Regardless, I think TinkerCAD is great for students to gain the basic skills needed to understand what would be required to actually make a product, even if they don’t plan to CAD it out themselves.  It can also allow for a quick design and make cycle if our library has a 3D printer in house.  The lessons involved in creating something tangible make a greater impact.  Lastly, as each student has their own account, they can move along at their own pace following a set tutorial or working on a personalized project.  The fun is endless!  As is the inspiration available through the search function.  🙂

 

Computational Thinking and Robotics

A search of the following “terms” in BC’s curriculum of all types and grades K-9 came up with the following results:

“Computational thinking” was found in:

• Big Ideas in Mathematics 4
• Content in Applied Design, Skills and Technologies 6, 7 and 8

“Robotics” was found in:

• Content in Applied Design, Skills and Technologies 6, 7, 8, and 9

It’s smart for computational thinking to be included first as a big idea to be covered in a lower grade.  The fact that it is in the content of ADST for grades 6-8 is not surprising.  Students are able to better grasp and apply concepts as they mature.  The fact that robotics is included in content for grades 6-9 also makes sense.  The students can explore robotics while learning about computational thinking, and further extend their robotics exploration in grade 9.

Having taken some lessons and watched videos presented by CodeBC, I can see that computational thinking is applicable to all parts of life and can be explored at any age.  Starting earlier may set students up for greater success, especially with future problem solving.  However, it can be included in your practice without it being explicitly included in the curriculum.

The big question that these results raise is “If robotics appear under content in the BC Curriculum, why is it that there are still schools without robotics kits and teachers with expertise?”

Computers and Communication Devices