Advocacy

Libraries are popping up in the news, but the news may not be good. As libraries come to terms with difficult economic times, those who love libraries are stepping up, being vocal, and becoming advocates.

Library Advocate Steve Lopez directs our attention to the value of libraries. His column in the Los Angeles Times  last week was a pointed defense of the purpose and usefulness of libraries in our communities.



checking out the Mac

 Advocacy is one of the best ways of keeping a library and its message crisp, viable and visible. Library advocates can bring fresh eyes to the scene, capture marketing opportunities and suggest new services and resources.



Some of the LAC members

 Here at Prep, we have a student advocacy group called the Library Advisory Council (LAC). A powerful force, with both vision and follow-through, their suggestions show innovation and creativity. This fall, LAC completed a major goal , introducing two circulating Apple MacBook Pros to the library.  It seems fitting, as Thanksgiving approaches, to mention how thankful I am for their presence at Prep. The group's positive energy brightens our library. More than once I’ve been swept away, along with them, in a current of positive energy. That’s the beauty of advocacy: it pushes forward the essential message. And that helps our library stay crisp, viable and visible.

By the time you read this, the Chandramohan Library will be live online with a new resource: LibGuides. Designed to be a powerhouse of resources for a specific target audience, LibGuides can point students to the best resources to complete an assignment (see the guide for the Community Impact Project) or introduce a selection of great reading titles.

LibGuides allow us to create a custom, one-stop turbo-charge to help students easily identify resources and practices that will be useful in completing a specific assignment. Students might find a Youtube video on selecting keywords that return über results, a section on note taking and avoiding plagiarism or hints for scouring the Internet without getting overwhelmed (or underwhelmed). We can point out helpful databases, books or high authority websites, too.

Look for the LibGuides link on the Prep Website, on the librarian’s page (left navigation sidebar). We’ll be adding new guides throughout the year, and looking to exploit the full potential of LibGuides. Stay tuned…..

Savoring the Journey



Neil Gaiman's Basement Library. Photo by Kyle Cassidy; courtesy of Shelfari

 

Surprise! A guest blogger.

This entry is written by Mike Miley, who teaches English (9th and 12th grades) at Flintridge Preparatory School. He is a writer, observer, and passionate participant in the discourse of film criticism, literature and life in general.

I ought to find libraries and bookstores intimidating. After all, I'm entering a place stuffed with books I haven't read, things I don't know. Yet I'm always comforted when I open the doors and see stacks upon stacks of books because those unread tomes represent my future.

I love that there's something I still need to know. It means I have something left to do, something new to discover. I smile with the anticipation that someday soon, I will read these books and my life will be fuller, richer. I hesitate to say my life will be more complete, because I don't ever want this to stop.

Think about it: what if I have yet to read my favorite book of all-time? In fact, I hope I haven't, no matter how awesome INFINITE JEST is.

Some people's dream houses look like mansions. Mine looks a lot like a library.

-Mike Miley

The Cerebral Cortex—The Good, The Bad, and The Ugly

The cerebral cortex is a wonderful thing.  It’s the gray matter in your brain that is the storage depot for long-term memory.  That it exists is why I still remember The Gettysburg Address and the Preamble to the Constitution that I had to memorize in 5^th grade, thousands of song lyrics, the state capitals, and game show trivia from the '60s.  But did you know that if you receive the same correct or incorrect information repeatedly, you’re likely to believe that it’s all true?

Stephen Colbert coined the term ‘wikiality’ to describe this phenomenon--we continue believing misinformation, even in the face of evidence to the contrary, or in the face of common sense because “if enough people believe in a notion, it must be true”. Don't Tell Me Again The Web is full of so-called ‘information’, but much of what we read is not ‘factual’. 

Here’s the point:  it’s imperative for researchers such as yourselves to Google with a critical eye.  Who’s posting this stuff?  What are their credentials?  Are they historians?  Professors at well-known colleges or universities?  Scientists?  Museum curators?  Students?  Shopkeepers?  Or, worse yet, hate groups?  Is it the purpose of the website to sway the readers’ opinion?  What is their bias?  Is the information timely, or is there more recent data that’s better?  Of course, using our online databases is a safe way to know you’re getting accurate, timely information.  We pay fees for these resources each year, so take advantage of them, at school or at home.  Truth: Can You Handle It?

So, discerning readers, be skeptical when you get those emails with dire warnings, photos of people surfing tsunamis, and offers from Nigerian royalty.  Be wary of websites run by questionable characters.  Check out their authenticity on snopes.com, seek out the truth, and don’t let your pesky cerebral cortex get in the way!

Mrs. Hodge

A Sense of Place



Krone Library, Idyllwild Academy during Summer Program



What defines a sense of place?

     Famous structures can define a sense of place: the Eiffel Tower, the Washington Monument, Disney Concert Hall.

     Emotional connections can create a sense of place. Think of your favorite eatery. It might not be glamorous, but I’ll bet it makes you happy to even think of it.

     Libraries are designed to give a sense of place. And, if they are successful, you feel a sense of belonging when you step inside. Whether your quest is to find an answer to a question, a respite from stress, or to check your email, a library with a sense of place is a beautiful thing.

     I found myself appreciating the Krone Library at the Idyllwild Arts Academy during the Summer Program. Unexpectedly stranded on campus after class, in a mood (much) less than congenial, I entered the library. A two hour wait stretched out before me,and I wasn’t sure the library had anything to offer.

But its calm surrounded me and I noticed:

•it’s quite comfortable stretching out on this blue seating area.

•art books are scattered on a generous pedestal table; ready for browsing.

•a $1 book sale is set up on the study tables (who can resist?)
• the windows frame a series of naturescapes, each worthy of a sketch or painting.

•interesting things are happening on campus: concerts, exhibits, artist’s talks, art openings, and the library has flyers, postcards and information about them.

•it’s not so bad in here.

     I left thinking, “what a nice place that library is.” An unexpected lesson for a librarian, but its value has stayed with me. The importance of place. A whole list of attributes merge to create a sense of place; some tangible, some abstract. But when it works, you notice.

     Here at Prep today, in the Chandramohan Library, I overheard a Peer Counselor remark, “this is the library, the rockin-est place on campus.” That reminded me of Krone library, not because it was the rockin-est place (that’s reserved for Prep’s library) but because it had a sense of place. And I think that’s the lesson: the importance of place. When it works, you notice.

-Mrs. Eldridge

A Library, You Say?

Spontaneity in the Reading Room

You hear the word library--what immediately comes to mind?  Books?  Study rooms?  Computers?  Shushing librarians?  Yes, we definitely have all of those, but so much more happens here.  Authors speak, The Flintridge Press editors work on the latest edition, student artists display their work, the Arts Club hosts the annual poetry slam, students sign up for clubs, activities, Senate offices, and checking out laptops, senior leaders tutor, groups make videos for class projects, share iPods, do crossword puzzles and Sudoku, collect items for various charities, like the Cinderella Project...the list goes on and on.  We host somewhat unconventional, and sometimes unintentional events, like spontaneous dancing. 

And clowns.   




The entire cast, in all their glory

Sparknose debuted in the library last weekend, with a troupe of 17 amazingly talented student clowns, led by Ms. Bierman.  It was a creative use of our space, using both floors, the stairwell, the study rooms, and reading room.  Very cool.  And very Prep.

Mrs. Hodge

The Scale of Systems

The scale of systems. It’s a concept that has been dancing around the front of my brain. Cars, desks, chairs….other humans, a few select dogs and cats –these are things that are in my world. And, they’re human-scaled. The human-scale is understandable and comfortable. But lately, I’m experiencing a growing awareness of two other scales: the big vista and the little view. Today: the big vista.

The big vista doesn’t fit in the camera’s viewfinder, it defies the camera lens. It’s vast: too big to absorb without a shift in gaze. It’s complicated: each part is complex. It is alive: it takes huge amounts of energy, brainpower and planning to keep it working.

Last month, a journey across the big vista of Southern California’s water system changed my pattern of processing information. I joined a group of local residents on the “rolling college of knowledge” (a tour bus) as we made a loop around Southern California, touching down at pumping plants, water channels and treatment facilities. There were things that filled my senses – gigantic machines and pristine bodies of water. And things that filled my soul – American Bald Eagles and desert moods. But there were things that I learned that I could not fit into my processing structure: statistics, politics, long-range planning and, of course, scale.

Frustration filled the end of our first day on the tour. Too much information. The big vista of California’s water system was too big, too complicated and too interwoven to comprehend all at once. I struggled to comprehend this new scale of understanding. To survive this influx of information, I began to ask different kinds of questions to build my understanding. And that was thrilling. To construct a mental model that could hold the new bits of information, shifting and redefining them until they became categories, hierarchies and relationships that made sense to me. Now, I could use the new information to ask more questions and build even more relationships.

And then, I had a realization: my struggle with the big vista parallels the research process we ask of our students: choose a big vista – bigger than you can comprehend all at once. More amorphous than a teacher, less contained and organized than a textbook. Absorb everything. Record your thoughts. Ask questions. Look for answers. Then, pull all of that together into a comprehensible whole that answers a question that reflects a deep understanding of the big vista.

While I’m grateful for the opportunity to build a new system of questioning (that now lives in my life-skills  toolbox), I’m reminded of the arduous nature of that process. And, the way it dovetails into a responsibility to respect our students’ learning process. To respect start-up time, margin for error and the journey of self-discovery. As they develop ownership of their own learning process, they are, as one student put it, “liberated.”