WEBVTT Kind: captions Language: en 1 00:00:00.820 --> 00:00:09.340 Welcome! I'm so delighted to be here with you today to moderate our first panel on learning 2 00:00:09.340 --> 00:00:17.970 and making and tinkering. They're tinkering their chairs. 3 00:00:17.970 --> 00:00:30.070 What a great topic to start today. I'm Joan from C N I, a joint program of the research 4 00:00:30.070 --> 00:00:35.510 of libraries. I'm going to provide a brief introduction and turn things over to our panelists 5 00:00:35.510 --> 00:00:40.140 to make remarks and then we'll open it up for discussion. 6 00:00:40.140 --> 00:00:48.340 Participation learning, what's that about? For me, it emphasizes two important aspects 7 00:00:48.340 --> 00:00:55.400 of the learning process which many educational researchers say leads to deeper learning. 8 00:00:55.400 --> 00:01:01.600 They are first, active learning, doing, not just passively absorbing the content of a 9 00:01:01.600 --> 00:01:08.770 subject and second, the notion that learning is a social process. It may be a group like 10 00:01:08.770 --> 00:01:14.950 this one engaged in solving problems together or it may be a person in your community using 11 00:01:14.950 --> 00:01:20.100 library facilities and technologies to hold a video conference with someone from the state 12 00:01:20.100 --> 00:01:27.439 environmental agency. Some public libraries have benefits from IMLS 13 00:01:27.439 --> 00:01:32.740 and McAuthor foundation funding to develop learning labs as Robin mentioned. You can 14 00:01:32.740 --> 00:01:38.701 see the developing skills with new technologies is an integral part of these programs. These 15 00:01:38.701 --> 00:01:45.229 students are engaging in active, social learning activities. This fits with the library ethos 16 00:01:45.229 --> 00:01:53.579 to providing equipment to anyone in the community and helps level the playing field in terms 17 00:01:53.579 --> 00:01:59.840 of barrier to access in technology due to economic factors. 18 00:01:59.840 --> 00:02:04.439 Today some of our presenters will going to describe talking about 3 D printers and other 19 00:02:04.439 --> 00:02:17.610 technologies. Some artists are using this to produce art like this visual presentation. 20 00:02:17.610 --> 00:02:23.580 One of my favorite new examples. The profession will benefit from library in 21 00:02:23.580 --> 00:02:30.170 schools like Syracuse that offers studio environments where students are encouraged to expect the 22 00:02:30.170 --> 00:02:38.970 unexpected, collaborate, be inspired by adversity and color outside the lines. 23 00:02:38.970 --> 00:02:44.050 Some libraries create active learning environments uniquely suited to their mission situation 24 00:02:44.050 --> 00:02:49.760 the student start up exchange at Georgia Tech. Note the clear connection they make with library 25 00:02:49.760 --> 00:02:56.780 resources, encouraging students to use it for market and patent research and multimedia 26 00:02:56.780 --> 00:03:01.900 development. Recently, I absorbed this workship. It's an 27 00:03:01.900 --> 00:03:09.740 open source intended for people building interactive projects and some of the things included in 28 00:03:09.740 --> 00:03:15.420 maker spaces. When your user community consists of children, 29 00:03:15.420 --> 00:03:21.870 teens, college students, adults of working age or seniors of all of these, we are all 30 00:03:21.870 --> 00:03:31.700 creating our digital futures and libraries have a strong role to play. 31 00:03:31.700 --> 00:03:40.400 Our panelist this morning are Bill Derry from the Westport library. Todd Colegrove, and 32 00:03:40.400 --> 00:03:48.690 Laura Damon. They'll speak in this order and when all of them have furnished, we'll begin 33 00:03:48.690 --> 00:03:59.850 some discussion and Q and A. Bill, over to you. 34 00:03:59.850 --> 00:04:12.120 >> I'm Bill from the Westport library and I'm going to give a short presentation on 35 00:04:12.120 --> 00:04:19.160 some of the highlights of transformative with our journey with the maker space of the Westport 36 00:04:19.160 --> 00:04:38.230 library. It began in April  2012 with our first successful maker fair. And we opened 37 00:04:38.230 --> 00:04:43.460 up a 20 foot by 16 foot symbol which is making in the library which is really a symbol because 38 00:04:43.460 --> 00:04:49.410 it happens everywhere in the library and not just in the space. It's moving from a place 39 00:04:49.410 --> 00:04:54.560 of consumption to a place of production. To a place where individuals are borrowing things 40 00:04:54.560 --> 00:05:01.200 to a place where tingers and makers can come together and share and derive and connect. 41 00:05:01.200 --> 00:05:08.301 We have started with the pipe structure. It started with one donated 3 D printers and 42 00:05:08.301 --> 00:05:12.910 then it started with donated power tools and asking the community to come on in and build 43 00:05:12.910 --> 00:05:19.161 two airplanes which are made out of wood and now hang from the wall in our library. It 44 00:05:19.161 --> 00:05:28.740 was talking about the flight of aviation in the new environment. 45 00:05:28.740 --> 00:05:36.460 Then over a year later, we received the IMLS award and expanded the maker space designed 46 00:05:36.460 --> 00:05:45.480 thinking center. It was like a museum piece and going too be participatory. We talk about 47 00:05:45.480 --> 00:05:52.650 failure. It didn't really work out that way. What happened is it had two high of a barrier 48 00:05:52.650 --> 00:05:57.410 to achieve early engagement. That's what we learned. If it's too high of a barrier, who 49 00:05:57.410 --> 00:06:02.950 wants to spend the time learning about it so we modified the center thinking and changed 50 00:06:02.950 --> 00:06:07.410 name of our making space. We are now the learning and discovery center which encompasses the 51 00:06:07.410 --> 00:06:14.900 maker space. The design thinking center is media production software, career software 52 00:06:14.900 --> 00:06:21.460 and our previous manager of public services is now the titled the manager of changing 53 00:06:21.460 --> 00:06:31.290 job titles can change expectations. Now recently we had our fourth mini-maker fair. 54 00:06:31.290 --> 00:06:37.770 The first one we thought 800 would show up, 2 thousand showed up. We're up to 6500 people 55 00:06:37.770 --> 00:06:43.500 and we co produce this with a sponsor who was on the board of education, came to us 56 00:06:43.500 --> 00:06:47.970 one day and said, could I put I'd like to did a maker fair and use a room in your library 57 00:06:47.970 --> 00:06:56.560 and we said no. We said we want to co produce it with you and you can use the whole library. 58 00:06:56.560 --> 00:07:00.680 It's history now. He raises the money to make this happen. So 59 00:07:00.680 --> 00:07:05.621 we get all of the support through our partner. It costs about $25,000 to put this maker fair 60 00:07:05.621 --> 00:07:11.220 on at this point and it's one of our needs assessments and it's a mandate to provide 61 00:07:11.220 --> 00:07:19.570 ongoing making and learning in the library. The beauty is in school systems now participate. 62 00:07:19.570 --> 00:07:24.240 Our makers and residence program brought in so many new audiences. Each month we had a 63 00:07:24.240 --> 00:07:30.410 different maker as part of the IMLS grant and it brought in teens and seniors and entrepreneurs 64 00:07:30.410 --> 00:07:37.930 and more. Almost all of them have returned to do nor workshops. The last one of the list 65 00:07:37.930 --> 00:07:50.949 is a refinery. Two people run an accelerator in which women come and they spend ten weeks, 66 00:07:50.949 --> 00:07:56.480 half day workshops looking at social media, angel investing, fund raising, board development, 67 00:07:56.480 --> 00:08:02.960 marketing skills, things they need and then they end with a shark tank event. Our library 68 00:08:02.960 --> 00:08:13.639 staff attends all of these and provides resources including maker groups. 69 00:08:13.639 --> 00:08:18.360 Expanding your audience to national and international levels increases local awareness and local 70 00:08:18.360 --> 00:08:25.260 financial support. So when our director and I went to Russia to teach the makers movement 71 00:08:25.260 --> 00:08:33.260 to 50 libraries, we ended up with a lot of visitations from other countries and we also 72 00:08:33.260 --> 00:08:42.860 ended up with an intern from Malaysia who was an IT director. 73 00:08:42.860 --> 00:08:51.450 One of the best outcomes an increase understanding of the value of intergenerational. Bradly 74 00:08:51.450 --> 00:09:01.010 made a and John 88, made a trumpet and they worked together. In the middle, we had an 75 00:09:01.010 --> 00:09:08.270 83 year old and his granddaughter being trained by a 12 year old Miles. It's more about experience 76 00:09:08.270 --> 00:09:14.100 and knowledge than it is about degrees and awards. It's a flat world. 77 00:09:14.100 --> 00:09:18.250 We presented a week long three credit maker and learning course at southern Connecticut 78 00:09:18.250 --> 00:09:29.070 state University. I thought I had concrete around my brain and through the week, it was 79 00:09:29.070 --> 00:09:34.710 crumbled and I could think again. Play causes the ability to think about, to think in new 80 00:09:34.710 --> 00:09:45.650 ways. Our library has become an ink batter. Now, he's bringing back two principles and 81 00:09:45.650 --> 00:09:51.850 four teaches for a group and a tour and a little bit of a workshop. 82 00:09:51.850 --> 00:09:59.500 On Tuesday, we middle school and six teachers who are doing a three hour workshop. Every 83 00:09:59.500 --> 00:10:09.920 week, we have one or two schools involved. We added robots. Oh my God! Robot! They have 84 00:10:09.920 --> 00:10:20.130 created a flurry of activity. This runs on a proprietary software. We trained over 600 85 00:10:20.130 --> 00:10:29.500 people on these robots. Our Ted X, we have done three in an IMLS series. 86 00:10:29.500 --> 00:10:37.030 Within on change, economic development and imagination. I'm telling you they provide 87 00:10:37.030 --> 00:10:41.710 opportunities for communities to come together like nothing else. It's an opportunity for 88 00:10:41.710 --> 00:10:47.270 local people to craft that 18 minute story with a big idea worth sharing. It's an intense 89 00:10:47.270 --> 00:10:52.900 learning experience produced by our own community. Partnerships can be created by your makers. 90 00:10:52.900 --> 00:10:57.940 Last, this is my closing slides. This would be an unusual site in our library if you know 91 00:10:57.940 --> 00:11:04.090 our demographics, a group of Muslims engaged in an activity. I was surprised when I walked 92 00:11:04.090 --> 00:11:14.790 in. The lady behind the printer worked with the blind every week. She produces items in 93 00:11:14.790 --> 00:11:20.990 books or math concepts for the blind. This group, the girl in red at the back is blind 94 00:11:20.990 --> 00:11:25.890 and she was a former student, brought a group with her with Islamic material to try to convert 95 00:11:25.890 --> 00:11:32.110 some of it into 3 D printed material. So wrapping up, next week with have our final 96 00:11:32.110 --> 00:11:36.860 evaluation of the grant and we're doing, you know, the typical pre post survey looking 97 00:11:36.860 --> 00:11:46.421 at our attitudes but I think it's the stories of transformation we have corrected that are 98 00:11:46.421 --> 00:11:53.170 more important and that really, speak to the value of participation learning in the library. 99 00:11:53.170 --> 00:12:05.390 Thank you! >> Wow! I mean, that's thrilling, actually, 100 00:12:05.390 --> 00:12:15.459 if I could borrow the clicker? I wanted to just introduce myself quickly. Of course, 101 00:12:15.459 --> 00:12:29.899 I'm Todd coal earlier in the keynote, it talked about broad national impact and it hadn't 102 00:12:29.899 --> 00:12:34.230 occurred to me before but that is the business of libraries, isn't it? 103 00:12:34.230 --> 00:12:39.860 We are all about broad national impact but on a very individualized local, one person 104 00:12:39.860 --> 00:12:45.200 at a time level. I'm honored to be here working with you guys even if it seems like I may 105 00:12:45.200 --> 00:12:53.910 be preaching to the choir. So what we have here, you may have seen this 106 00:12:53.910 --> 00:12:58.710 info graphic or a piece of it from falcon. It's really their business is selling furniture 107 00:12:58.710 --> 00:13:03.720 about active learning but this is part of the reality that we're dealing with, right? 108 00:13:03.720 --> 00:13:10.170 Something we have all known and feared a bit. The long story short, and I can say this to 109 00:13:10.170 --> 00:13:15.240 someone who has taught for many years in the class room, not a lot of learning goes on 110 00:13:15.240 --> 00:13:20.250 in the class room. We have to get outside of it. It's reflected in this info graphic. 111 00:13:20.250 --> 00:13:24.399 Ten percent of what we read, we might remember. 20  percent of what we hear. And then we 112 00:13:24.399 --> 00:13:28.880 get into the passive learning into the active learning and we're talking about 70  percent 113 00:13:28.880 --> 00:13:34.050 of what they do and write. And 90  percent of what they do, that becomes part of them. 114 00:13:34.050 --> 00:13:39.390 What we need to be doing is actively supporting that and this is what it looks like in the 115 00:13:39.390 --> 00:13:46.420 library or my library where you have some scary organic chemistry going on. Similar 116 00:13:46.420 --> 00:13:52.740 sorts of higher order math. People are getting it out of their head and actively putting 117 00:13:52.740 --> 00:13:58.110 it on the wall in a community way where they can talk to each other and learning and making 118 00:13:58.110 --> 00:14:03.519 it real. This is something that your average class room professional or instructor doesn't 119 00:14:03.519 --> 00:14:10.930 see. This is what actual learning looks like and it's kind of messy. 120 00:14:10.930 --> 00:14:18.130 Another part of that where it crosses over into some of this new making equipment, 3 121 00:14:18.130 --> 00:14:23.750 D printing is an example. This is a student who just graduated this last year in bio technology, 122 00:14:23.750 --> 00:14:29.140 fascinated with a particular type of DNA. If you're following any of the stories where 123 00:14:29.140 --> 00:14:41.560 they have been grafting in squid that flour green, sketchy stuff, right? 124 00:14:41.560 --> 00:14:47.310 But it's something that fascinated this kid so much so that this biologist taught himself 125 00:14:47.310 --> 00:14:54.070 using library resources how to crosswalk a protein data base into an STL file. It took 126 00:14:54.070 --> 00:14:59.500 him two months and he owns that now. That's part of him in a way you can't take away. 127 00:14:59.500 --> 00:15:05.330 This is the little snip it in the middle is the active bit. The part around the outside 128 00:15:05.330 --> 00:15:10.029 that looks like a beer can is just designed to keep water from tearing it apart. 129 00:15:10.029 --> 00:15:20.260 Now, I know something that I wanted to learn. Over included chemical models. This is some 130 00:15:20.260 --> 00:15:27.690 of the first uses. I had a faculty member say, after three years of working with this 131 00:15:27.690 --> 00:15:34.060 model on the two dimensional screen in a three dimensional modeling software, within 30  132 00:15:34.060 --> 00:15:38.390 seconds of handling the physical print out and turning it over, he realized something 133 00:15:38.390 --> 00:15:42.870 he would have never been able to do on the two dimensional computer screen. He realize 134 00:15:42.870 --> 00:15:50.040 the path was not going to work. He also realized a better direction he could tinker with. In 135 00:15:50.040 --> 00:15:55.790 his estimation, he shaved five years off of his research. 136 00:15:55.790 --> 00:16:02.100 Student on the right, a national merit scholar who created we had hand held 3 D scanners 137 00:16:02.100 --> 00:16:11.970 promptly checked it out and she's been working with the Smithsonian and they have been looking 138 00:16:11.970 --> 00:16:20.730 at fossils in the dessert. Looking. Other parts you see on the table. My favorite 139 00:16:20.730 --> 00:16:35.790 part may not be the milk duds and the monster sticks, they have this 140 00:16:35.790 --> 00:16:41.040 coming together and going away in the next half hour. It's this sort of thing that happens. 141 00:16:41.040 --> 00:16:47.380 In fact, I did say laser cutter. We have one in the middle of the library where we're actively 142 00:16:47.380 --> 00:16:51.829 this has become, easily the most heavily used technology outside of the white boards in 143 00:16:51.829 --> 00:16:56.529 the library where folks are taking that learning to another level. 144 00:16:56.529 --> 00:17:02.130 Take in mind we're a science and engineering library. What happens is folks will learn 145 00:17:02.130 --> 00:17:07.339 about something in class but they need to make it real so it can become part of themselves. 146 00:17:07.339 --> 00:17:12.929 The same thing with the 3 D printer, they cross over the barrier where it's not just 147 00:17:12.929 --> 00:17:18.810 a theoretical discussion in class but a pragmatic, I'm learning this on the white board but now 148 00:17:18.810 --> 00:17:26.329 I need to look at it and see the eight it rations that get it right. That's exactly 149 00:17:26.329 --> 00:17:31.529 the same thing we see happening. This is the fundamental part because when 150 00:17:31.529 --> 00:17:36.659 these kids actually care about it, they are engaged in a way that you can't buy and when 151 00:17:36.659 --> 00:17:42.549 they are engaged, they are not only learning but creating this. We have this wealth of 152 00:17:42.549 --> 00:17:49.419 innovation that's just coming out of the space. There are connects and Lego parts strewn across 153 00:17:49.419 --> 00:17:56.529 the academic library. This, we're not all clear but right out of the maker space play 154 00:17:56.529 --> 00:18:01.539 book, this is what we're all about. The reason we got maker space in the library is to get 155 00:18:01.539 --> 00:18:06.409 them to a deeper and more engaged level. When we do that, learning can happen that cannot 156 00:18:06.409 --> 00:18:10.919 otherwise happen. Bill, you had mention sometimes there can 157 00:18:10.919 --> 00:18:16.129 be too high of a threshold to get in. Let me tell you a quick story about a student 158 00:18:16.129 --> 00:18:27.429 who was in that case. You'll all recognize maky maky 159 00:18:27.429 --> 00:18:35.519 and the approaching play. They made the mistake of talking with one of the libraries in library 160 00:18:35.519 --> 00:18:41.090 and before you now it, he had checked out a maky maky kit. He came back a week later, 161 00:18:41.090 --> 00:18:48.100 unbeknownst to us and checked out the inventor kit and that came back 3 or 4  weeks later 162 00:18:48.100 --> 00:18:53.359 and returned that and checked out the pie and the soldering quit kits and the next semester, 163 00:18:53.359 --> 00:19:04.299 I heard about this guy in engineering about this amazing kid who had mad skills about 164 00:19:04.299 --> 00:19:10.830 programming and soldering and he hired him in his lab. 165 00:19:10.830 --> 00:19:15.360 And in fact, this is how he taught himself using library resources with just a mod come 166 00:19:15.360 --> 00:19:23.149 of help from the library. We find out what you're interested many and feed that passion. 167 00:19:23.149 --> 00:19:29.029 He's now about to graduate and you can see the robotics. One of his senior projects is 168 00:19:29.029 --> 00:19:34.869 the arm he built and just as a reminder to all of us in the University, if you are in 169 00:19:34.869 --> 00:19:38.809 the lab, this is our mission. There's three legs that form everything that we're doing. 170 00:19:38.809 --> 00:19:43.370 It's about learning, discovery and the most important piece that sometimes we forget in 171 00:19:43.370 --> 00:19:49.239 the library, is that out reach mission where you're working with a maker fairs, hack a 172 00:19:49.239 --> 00:19:56.769 thons, start up weekend events and so on. We'll go to the last slide and I'll transition 173 00:19:56.769 --> 00:20:01.440 to my colleague. 174 00:20:01.440 --> 00:20:21.130 >> All right good morning everyone. My name is Laura and I'm here in my capacity. This 175 00:20:21.130 --> 00:20:28.779 is mainly a web based project at this point. It's a story telling platform. We highlight 176 00:20:28.779 --> 00:20:35.369 the ways that libraries can support the work of fine and creative artist through interviews 177 00:20:35.369 --> 00:20:43.960 and future articles about art making that happens in libraries. 178 00:20:43.960 --> 00:20:56.690 Okay, so I just wanted to highlight a couple of elements of learning that I think are particularly 179 00:20:56.690 --> 00:21:03.140 applicable to library spaces. It provides an opportunity for creativity which you'll 180 00:21:03.140 --> 00:21:08.859 see more of in a minute and opportunity for co learning so students and teachers are teaching 181 00:21:08.859 --> 00:21:13.500 and learning together. There's motivation and engagement happening 182 00:21:13.500 --> 00:21:22.769 through play. The things they're learning are relevant to their interests and identities 183 00:21:22.769 --> 00:21:28.369 and we're providing a learning eco system where people make connections and think critically 184 00:21:28.369 --> 00:21:32.289 about themselves and their community and their world. 185 00:21:32.289 --> 00:21:38.210 All right, so the examples that I'm going to share today since the ink baiter project 186 00:21:38.210 --> 00:21:47.731 is a story telling platform. These are stories we have learned about opportunities. These 187 00:21:47.731 --> 00:21:53.789 examples are not site specific so they're not related to a permanent maker space or 188 00:21:53.789 --> 00:21:59.580 learning lab necessarily. They promote lifelong learning. 189 00:21:59.580 --> 00:22:04.760 Each of them highlights a trend that the project has seen, developing over the last couple 190 00:22:04.760 --> 00:22:11.559 of years in library programming. They are the result of careful and thoughtful collaboration 191 00:22:11.559 --> 00:22:19.119 and they're not necessarily tied to technology although they can be. 192 00:22:19.119 --> 00:22:26.990 The first example I want to share is the flex-sis program. This is at walker center in Minneapolis. 193 00:22:26.990 --> 00:22:33.149 It's a collaboration with the art centers librarian and an artist who is in the process 194 00:22:33.149 --> 00:22:42.210 of developing a series of workshops to talk about flex sis work called art expanded. The 195 00:22:42.210 --> 00:22:50.609 library opened the house to this group and this grew to a regular consistent partnership 196 00:22:50.609 --> 00:22:55.669 where the library could provide important historical context and meaning to ground the 197 00:22:55.669 --> 00:23:04.429 hands on workshops that the artists were leading. It's difficult to explain to people but the 198 00:23:04.429 --> 00:23:10.970 historical documents from the library, the catalogs and publications plus the hands on 199 00:23:10.970 --> 00:23:17.739 art making component provided attendees with a well rounded investigation of the exhibition 200 00:23:17.739 --> 00:23:24.940 and of the flexes movement itself. The trend we're seeing here's is meaningful and sustainable 201 00:23:24.940 --> 00:23:33.639 library and artist partnerships. Here we have a piece. It's a still from an 202 00:23:33.639 --> 00:23:39.700 animation that was produced as part of the interactive art trail at the Eden bureau center 203 00:23:39.700 --> 00:23:47.309 library in Scotland. Through this program students were invited into the library to 204 00:23:47.309 --> 00:23:53.580 investigate different collections in the library and then to create new works of art based 205 00:23:53.580 --> 00:23:59.239 on research in those collections. The new art works were then displayed around 206 00:23:59.239 --> 00:24:04.549 the library to form an interactive art trail where creative and visual interpretations 207 00:24:04.549 --> 00:24:10.049 of the library holdings were available for any library visitor to view. The term we're 208 00:24:10.049 --> 00:24:19.389 seeing here is self directed research and learning on the part of the design students. 209 00:24:19.389 --> 00:24:24.029 This is a really cool brand new program. It's not even, hasn't quite gotten off of the ground 210 00:24:24.029 --> 00:24:28.659 yet in the UK. We're going to be futurist this on the site later in the summer but it's 211 00:24:28.659 --> 00:24:37.830 called library take over. It's a different sort of program from making or hands on art 212 00:24:37.830 --> 00:24:43.919 studio type of programs. The library take over groups teams of middle and high school 213 00:24:43.919 --> 00:24:50.159 students with professional theatre artists and arts administrators. Working in these 214 00:24:50.159 --> 00:24:57.919 teams students and mentors will brainstorm, plan, and facilitate large scale creative 215 00:24:57.919 --> 00:25:08.009 programs such as concerts, performances, poetry slams, that will take place in library branches. 216 00:25:08.009 --> 00:25:14.429 So it's a different sort of output but there's obviously lots of hands on learning happening 217 00:25:14.429 --> 00:25:21.139 and a lot of real world application plus these students are able to network with professionals 218 00:25:21.139 --> 00:25:27.169 in possible career fields for them in the future. So the trend that we're seeing here 219 00:25:27.169 --> 00:25:41.440 is professional development for youth. Okay. So this program here, let's get lost 220 00:25:41.440 --> 00:25:48.919 finding inspiration in the library stacks is a program that happens through the bubbler 221 00:25:48.919 --> 00:25:58.259 public program. It's Madison's maker and arts programming suite. So many libraries of course, 222 00:25:58.259 --> 00:26:03.999 host writers groups and even writing workshops but I'm familiarly drawn to this one which 223 00:26:03.999 --> 00:26:14.220 is lead by poet Rita for bubbler. They tie it directly to the library where the workshop 224 00:26:14.220 --> 00:26:20.039 is taking place. So attendees get training on how to use the library in a unique and 225 00:26:20.039 --> 00:26:25.389 special way as inspiration to a new creative project and they arm themselves with a new 226 00:26:25.389 --> 00:26:32.799 creative tool. So they have a new exciting lens through which to view any library they 227 00:26:32.799 --> 00:26:38.529 visit in the future. And the trend we're seeing here is that this 228 00:26:38.529 --> 00:26:49.179 is a program tied closely to library collections, not just the library as a hosting space. And 229 00:26:49.179 --> 00:27:01.429 that is that. >> I know many of the panels today won't be 230 00:27:01.429 --> 00:27:11.479 using power points but we thought you really needed to see examples of the kinds of programs 231 00:27:11.479 --> 00:27:17.029 and projects that are out there. I hope you enjoy that. So now we're going to open it 232 00:27:17.029 --> 00:27:23.159 up for discussion, questions. If you have a question, please raise your hand and someone 233 00:27:23.159 --> 00:27:28.249 will bring you a mic. We need you to use the mic since this is a web cast. 234 00:27:28.249 --> 00:27:38.129 Please state your name and your affiliation if you have one and ask your question. Who's 235 00:27:38.129 --> 00:27:45.009 ready? If you're directing it toward a specific individual, please mention that, otherwise 236 00:27:45.009 --> 00:27:52.719 any or all of our panel list rel respond. >> Impressive, wonderful stuff. It makes me 237 00:27:52.719 --> 00:28:00.969 smile a lot. I am just notices this is focused on what can happen in a library. I'm wondering 238 00:28:00.969 --> 00:28:05.360 if we can talking about how these kinds of participation activities, how the library 239 00:28:05.360 --> 00:28:11.559 can support that in the place where it's occurring, in the class room, in the K 12, in the community 240 00:28:11.559 --> 00:28:20.490 elsewhere, in the art around the street, et cetera. 241 00:28:20.490 --> 00:28:26.399 >> Often we go out to schools and we are, as I said, we're kind of incubators for maker 242 00:28:26.399 --> 00:28:33.330 spaces in schools so we bring some of our kits and we go out and look at what they're 243 00:28:33.330 --> 00:28:43.789 doing in the school and suggest STEM activities and creative drama that go along with STEM 244 00:28:43.789 --> 00:28:49.679 to me. So this group that's coming from New York, we already went to their space first. 245 00:28:49.679 --> 00:28:58.820 Now they're coming back. We have gone to senior centers. We're going, part of our grant obligation 246 00:28:58.820 --> 00:29:06.190 for our robots is to go to areas outside of Westport which may not be able to afford these 247 00:29:06.190 --> 00:29:13.469 robots so we're going into bridge port to the boys and girls club to teach programming 248 00:29:13.469 --> 00:29:17.291 and get them excited about the robots. We're hoping at our library, but it's too 249 00:29:17.291 --> 00:29:27.609 far away for some of them to get there. The maker fair, we have a huge tent outside so 250 00:29:27.609 --> 00:29:32.679 it's like, outside of our library, but we interact with so many people who through the 251 00:29:32.679 --> 00:29:39.649 year, are not from our library. Like, for the national maker fair coming up, 252 00:29:39.649 --> 00:29:45.899 we're part of the state maker we created our own collaborative so we have a Google hang 253 00:29:45.899 --> 00:29:52.190 out we talk to everybody. The six other maker spaces in Connecticut. We are connected to 254 00:29:52.190 --> 00:29:56.999 them. They are not library maker spaces. We see ourself as different but boy do we need 255 00:29:56.999 --> 00:30:03.029 those maker spaces for teachers and they come in the library and they're not regular library 256 00:30:03.029 --> 00:30:08.340 users but they are now. >> And I would have to jump in and say, you're 257 00:30:08.340 --> 00:30:13.779 absolutely right! The learning happens where our customers are, where the people are engaged 258 00:30:13.779 --> 00:30:19.080 with this stuff and that's why many of the examples that you saw were pictures of things 259 00:30:19.080 --> 00:30:24.529 in the library where I caught them in the library caught them as if it's a bad thing 260 00:30:24.529 --> 00:30:30.110 but the reality is, that's why we have lend able technologies. That's why you can check 261 00:30:30.110 --> 00:30:37.490 it out or a $25,000 hand held scanner. That's because there's an explicit understanding 262 00:30:37.490 --> 00:30:42.320 is you need to take it where you're working to make it real. 263 00:30:42.320 --> 00:30:48.340 I want to mention, Laura, you mentioned a powerful word. One thing we see more of, this 264 00:30:48.340 --> 00:30:55.129 co working, co learning space and in our communities, they often use the space of the library as 265 00:30:55.129 --> 00:31:02.239 a place to co learn but that doesn't mean that's the only place where it happens. In 266 00:31:02.239 --> 00:31:07.279 fact, I have the warped perception is the library is wherever our customers are. It 267 00:31:07.279 --> 00:31:11.769 has very little to do with the physical building itself. It just happens to be that's where 268 00:31:11.769 --> 00:31:17.080 we check things in and out. >> One thing we didn't really talk about is 269 00:31:17.080 --> 00:31:25.809 digital resources and sort of meeting our customers where they are and often that's 270 00:31:25.809 --> 00:31:36.109 online and I think that's another thing to consider as well. 271 00:31:36.109 --> 00:31:43.950 >> I'm Mary, University of Denver and I'm interested in how, or what are some of the 272 00:31:43.950 --> 00:31:49.299 challenges that you've seen or think are out there when it becomes to evaluating the effectiveness 273 00:31:49.299 --> 00:31:57.399 of your work. >> That is a definite challenge. Especially 274 00:31:57.399 --> 00:32:03.850 because this survey is going to do the typical counting and we're going to have a pre and 275 00:32:03.850 --> 00:32:12.139 post. We have 15 videos on transformation we put up on the website. We think the stories, 276 00:32:12.139 --> 00:32:18.139 they just take too long. How do you pass all of the stories along unless you record them 277 00:32:18.139 --> 00:32:25.749 in some way. That's one way we have effective understanding of the change that's taking 278 00:32:25.749 --> 00:32:29.109 place. >> And I would jump in and say from the academic 279 00:32:29.109 --> 00:32:34.479 library standpoint, one of the biggest challenges we have right out of the gate is just defining 280 00:32:34.479 --> 00:32:39.710 what the metrics are. We get so hung up in some of our traditional metrics, we ignore 281 00:32:39.710 --> 00:32:48.219 the giant elephant but the reality is, higher Ed is not around the assumption that all learning 282 00:32:48.219 --> 00:32:56.130 takes place in the class room. So it's, it's puzzling to our upper administrators 283 00:32:56.130 --> 00:33:02.149 that were asked, wanting to explore learning in spaces outside of the class room and we 284 00:33:02.149 --> 00:33:10.149 have to in fact, tap dance through a mine field to avoid irritating peoples. Right now, 285 00:33:10.149 --> 00:33:16.320 we have anecdotal measures, that we see in the folks that are learning the stuff and 286 00:33:16.320 --> 00:33:22.870 using our resources in the library, the larger problem is they get hired into jobs before 287 00:33:22.870 --> 00:33:28.309 they even graduated because they are so head and shoulders above their peers. That's not 288 00:33:28.309 --> 00:33:34.240 the kind of metric you want to be reported to your provost but it is something that points 289 00:33:34.240 --> 00:33:39.849 us in the direction. >> I'd like to comment I think we need to 290 00:33:39.849 --> 00:33:46.779 think very broadly about assessment here and it isn't just about the numbers although having 291 00:33:46.779 --> 00:33:51.659 the striking number of people coming to a public library sponsored in broader maker 292 00:33:51.659 --> 00:33:58.009 fairs is certainly of interest and it's of interest how many of them come back to the 293 00:33:58.009 --> 00:34:04.929 library to use other resources as well as the maker space but I would say turn anecdotes 294 00:34:04.929 --> 00:34:11.550 into case studies and do it more systemically. So think about a qualitative research and 295 00:34:11.550 --> 00:34:21.270 do a, you know, a genuine study, capturing voices and interviews and get that data. 296 00:34:21.270 --> 00:34:26.610 There's some things, for example, in a survey you'll ask various questions but there's some 297 00:34:26.610 --> 00:34:32.620 things that we have heard you can't anticipate. You can't state that one of your goals for 298 00:34:32.620 --> 00:34:38.490 your maker space is to have someone say five years on his research project. But yet, it's 299 00:34:38.490 --> 00:34:46.909 extremely important to report a finding like that. So we need to think very broadly about 300 00:34:46.909 --> 00:34:52.040 how we do assessment. >> If I may, I would jump in and say this 301 00:34:52.040 --> 00:35:00.070 sounds like a job for any of the ARLs that happen to be in the room. University of Nevada 302 00:35:00.070 --> 00:35:07.370 is not an ARL. We have a total of four libraries in my library and two more para professional 303 00:35:07.370 --> 00:35:14.930 staff and about 18 student workers. We have all we can handle just keeping things rolling. 304 00:35:14.930 --> 00:35:19.641 But what needs doing is the case studies to actually flush it out and tell the story in 305 00:35:19.641 --> 00:35:25.830 a larger way. >> Susan, Benton with the urban libraries 306 00:35:25.830 --> 00:35:31.140 council. Great presentations and I have two questions for you. One, how have you gone 307 00:35:31.140 --> 00:35:39.290 about getting your staff transitioning to being very active in this activity? So just 308 00:35:39.290 --> 00:35:45.660 wanted to hear about any good ideas that you have on that or how people inside the library 309 00:35:45.660 --> 00:35:50.720 are coming into making that transition from being more passive to active? And the second 310 00:35:50.720 --> 00:35:56.590 one is, boy, this is so exciting and I can't imagine any local leader both in the government 311 00:35:56.590 --> 00:36:01.900 side as well as the business side that wouldn't be excited about the kind of innovation that's 312 00:36:01.900 --> 00:36:09.160 occurring through the library and how are you connecting with your local leaders? 313 00:36:09.160 --> 00:36:16.460 >> I'd like to jump on that one, actually. How do we get staff active? I was named as 314 00:36:16.460 --> 00:36:20.960 the head of our library about five years ago. It was a very traditional library. The phrase 315 00:36:20.960 --> 00:36:30.710 I used and my staff and student workers use is going under the bus. It's just a firm, 316 00:36:30.710 --> 00:36:35.510 you're the sponsor and you want to see it happen so you need to firmly support it which 317 00:36:35.510 --> 00:36:40.420 is not to back up and say, I'm going to enable you to give me all of the reasons why you 318 00:36:40.420 --> 00:36:46.070 can't give me a 3 D printing job, and say, you know, it's hard and let's go under the 319 00:36:46.070 --> 00:36:55.880 bus and figure it out. In my case, shame works really well. So what I have is, again, you 320 00:36:55.880 --> 00:36:59.690 have 18 student workers and they know how to do this and they're kids, right? I'm sure 321 00:36:59.690 --> 00:37:04.040 you can figure out how to do this. You're a very highly trained person, I say that tongue 322 00:37:04.040 --> 00:37:10.160 and cheek, it doesn't have to be said but even unsaid, it's a powerful motivator. 323 00:37:10.160 --> 00:37:18.570 The other part is just in holding that expectation, that our job in the library is not to keep 324 00:37:18.570 --> 00:37:26.950 this service desk comfortable and warm. Our job is actively mixing around. You need too 325 00:37:26.950 --> 00:37:34.170 be ejecting enthusiasm because to the extent we can connect the members of our community 326 00:37:34.170 --> 00:37:41.420 to the library resources they need, we're doing the work we need to be doing. Again, 327 00:37:41.420 --> 00:37:44.790 it's not rocket science. If you get a bunch of bright people in the 328 00:37:44.790 --> 00:37:49.040 area and you bounce them off one another and tool them off of resources, they start innovating 329 00:37:49.040 --> 00:37:56.200 and creating things. In fact, this past month, my library was named the most innovative space 330 00:37:56.200 --> 00:38:07.750 of the of the western region in direct recognition they have been seeing more jobs, more start 331 00:38:07.750 --> 00:38:13.150 ups, more intellectual property, more new ideas coming out of that space than anything 332 00:38:13.150 --> 00:38:17.710 across the entire region. It's like, you know, I'm not going to get 333 00:38:17.710 --> 00:38:23.450 in trouble for that, am I? This is our job. This is what we should be doing. 334 00:38:23.450 --> 00:38:32.120 >> In terms of training staff, that is not easy. But we dug in right away, there was 335 00:38:32.120 --> 00:38:40.660 interest in the idea of making and we had Westport reeds which was an Amelia book and 336 00:38:40.660 --> 00:38:51.890 we talked about flying airplanes and looking at how good they look and nothing says things 337 00:38:51.890 --> 00:38:58.970 are I think changing than having a group of librarians doing soldering so we pulled out 338 00:38:58.970 --> 00:39:04.600 the soldering irons and got the LED lights. We discussed this is kind of a foundation 339 00:39:04.600 --> 00:39:08.860 kind of an operation for making and they loved it! 340 00:39:08.860 --> 00:39:13.890 Now, we're in our second year and through the makers in residence and through the workshops, 341 00:39:13.890 --> 00:39:21.130 so many staff members have understood it better by watching things happen and change. We have 342 00:39:21.130 --> 00:39:26.530 four who are totally immersed in this. Our team library is working so many maker programs 343 00:39:26.530 --> 00:39:34.060 and our digital manager of digital experience, manages the robots. He's an interesting person. 344 00:39:34.060 --> 00:39:44.940 He came from the world wrestle foundation. He's got a mixed bag but as people get added 345 00:39:44.940 --> 00:39:51.150 to the staff and as people get changed by STEM activities, they start doing it. It's 346 00:39:51.150 --> 00:39:56.970 a slow process. >> I would also say just see if there's a 347 00:39:56.970 --> 00:40:02.540 way that you can promote participation learning for your staff not just for your patrons so 348 00:40:02.540 --> 00:40:08.160 all of these things we have been talking about, creativity, co learning, motivation and engagement, 349 00:40:08.160 --> 00:40:14.080 relevant to their interest and their identities, the more you can promote that to your staff, 350 00:40:14.080 --> 00:40:17.900 the more they'll get excited and want to do the same for their patrons. 351 00:40:17.900 --> 00:40:23.530 >> And I think, a fundamental fear I have seen, the more reluctant they are to change, 352 00:40:23.530 --> 00:40:29.730 the more they're worried that high tech is making them irrelevant. To the extent you 353 00:40:29.730 --> 00:40:38.630 can bridge that gap, just have a 3 D modeling workshop using tinker cat online. Once they 354 00:40:38.630 --> 00:40:47.690 can do it, it's like, holy heck. What I find again and again, your most powerful 355 00:40:47.690 --> 00:40:56.160 allies start as your harshist critics. >> Environmental play. 356 00:40:56.160 --> 00:41:03.090 >> We played play to our monthly reports as a category we need to look at in our work. 357 00:41:03.090 --> 00:41:08.270 What did we do that is playful and that was just a way for us to focus on the fact that 358 00:41:08.270 --> 00:41:13.250 we do have it but we don't usually call it play and maybe we need to make room for it. 359 00:41:13.250 --> 00:41:22.810 >> That's really interesting. Next? >> Katherine, I'm curious, sold that the thinks 360 00:41:22.810 --> 00:41:26.281 that you're doing are absolutely fantastic and they match a lot of the other things I 361 00:41:26.281 --> 00:41:38.440 have heard about, maker space and experiments, kind of the case study approach and what I 362 00:41:38.440 --> 00:41:44.410 worry about is resources because resources are always scant and you know, grant resources 363 00:41:44.410 --> 00:41:50.570 can only take so many so far. How do we start to incorporate this more systemically into 364 00:41:50.570 --> 00:41:57.150 libraries and library partnerships and do you have any advice for groups that might 365 00:41:57.150 --> 00:42:01.760 not have grant funding for this. How do you make this a case for finding money in the 366 00:42:01.760 --> 00:42:09.900 budget? >> I know rotary clubs, they love making in 367 00:42:09.900 --> 00:42:14.690 libraries and they have been very supportive in our library, they gave us our first 3 D 368 00:42:14.690 --> 00:42:22.211 printer so community organizations like that could support, especially, like our 3 D printer 369 00:42:22.211 --> 00:42:28.030 goes out. You mentioned David in the community, we go to all kinds of festivals so we were 370 00:42:28.030 --> 00:42:45.860 at the blues, views and BBQ festival. It is partnerships and finding way to get 371 00:42:45.860 --> 00:42:50.160 that one thing funded. We're also looking at lots of inexpensive ways. A lot of libraries 372 00:42:50.160 --> 00:42:57.580 are doing $30 science activities and they're doing experiments and kids get white coats 373 00:42:57.580 --> 00:43:02.920 and dress up as scientists during that program so I think there's less expensive ways to 374 00:43:02.920 --> 00:43:08.520 get into the game and there are partners you can get that will help support some of the 375 00:43:08.520 --> 00:43:13.710 more expensive things that you might want. >> And I couldn't agree more. The bulk of 376 00:43:13.710 --> 00:43:20.480 all of the making stuff, making and STEM out reach can happen for little to no dollars, 377 00:43:20.480 --> 00:43:29.820 period. One of the things we tend too over look is how much more effective and engaged 378 00:43:29.820 --> 00:43:36.580 staff, an engaged community is. The dirty little secret in my library's case, we grew 379 00:43:36.580 --> 00:43:43.360 the use of that facility space by over 1000  percent over the course of five years. We 380 00:43:43.360 --> 00:43:49.720 didn't have this was at the time that we were when the governor we were actually cutting 381 00:43:49.720 --> 00:43:56.890 entire programs and laying off tennier faculty and making national news but there wasn't 382 00:43:56.890 --> 00:44:07.560 a budget. We got rid of the up to the automated retrieval system without any additional staff 383 00:44:07.560 --> 00:44:12.640 and over the course of the last five years, we have gained one half of one staff position 384 00:44:12.640 --> 00:44:19.060 but I would say, we're still far more engaged. I was looking at a story not a story but a 385 00:44:19.060 --> 00:44:24.380 research study in the last week. It turns out, if you survey all of the traditional 386 00:44:24.380 --> 00:44:31.590 organizational structures, one out of five employees is engaged. In terms of these new 387 00:44:31.590 --> 00:44:40.570 activities, you have 80  percent of capacity going wasted. You say, we need more staff 388 00:44:40.570 --> 00:44:46.080 and more bureaucracy to make it happen when really what you need is to incorporate play 389 00:44:46.080 --> 00:44:51.450 in your monthly reports. Get them engaged in what we're doing. Beyond that, once we 390 00:44:51.450 --> 00:44:59.140 have an engaged community in your staff, that community includes the members that come into 391 00:44:59.140 --> 00:45:01.902 the libraries because they start helping one another too. 392 00:45:01.902 --> 00:45:08.440 One other thing I want to mention is shared resources. So my library system is very small. 393 00:45:08.440 --> 00:45:13.290 My day job is assistant districter for a very small rural library in Wisconsin. We have 394 00:45:13.290 --> 00:45:19.460 seven libraries in our system. They applied for an LSTA grant to get a number of maker 395 00:45:19.460 --> 00:45:27.530 tools that each library can reserve and borrow to facilitate programs there. 396 00:45:27.530 --> 00:45:34.020 We use those things like crazy. You know, we just I have a bunch of I pad minis, where 397 00:45:34.020 --> 00:45:40.910 we're doing stop motion, animation workshops with school groups. Once you can demonstrate 398 00:45:40.910 --> 00:45:46.140 your community is passionate about something like that, I think it really helps lay the 399 00:45:46.140 --> 00:45:51.890 foundation for being able to make the ask to other sponsors and partners. 400 00:45:51.890 --> 00:46:00.060 >> I would also comment that in many programs that I'm aware of that work with new technologies, 401 00:46:00.060 --> 00:46:08.370 they're sometimes seen by administrators or other library staff as being the extra things 402 00:46:08.370 --> 00:46:16.410 or the non essential things and so I think part of it is a reorientation of whether this 403 00:46:16.410 --> 00:46:22.730 is a core service that is a mainstream part of your program, which then leads to reallocation 404 00:46:22.730 --> 00:46:26.230 of resources. So many of the programs, not specifically 405 00:46:26.230 --> 00:46:31.780 maker space that I'm familiar with, do end up being reallocation of existing library 406 00:46:31.780 --> 00:46:35.920 resources because so few places are getting new money these days. 407 00:46:35.920 --> 00:46:41.580 >> I would chime in to say that's exactly what happened in our case. In fact, we have 408 00:46:41.580 --> 00:46:45.470 just over the course of the last year, almost all of what we have added has been funded 409 00:46:45.470 --> 00:46:49.710 directly by the vice president of the research and innovation office. Our library doesn't 410 00:46:49.710 --> 00:46:58.470 have funds but we have been receiving large injections of capitol from a place that not 411 00:46:58.470 --> 00:47:05.210 traditionally giving money to the libraries. >> One thing that happened to us too is number 412 00:47:05.210 --> 00:47:12.330 one, to demonstrate sustainable. We wanted to include a line item in our budget, something 413 00:47:12.330 --> 00:47:17.030 dealing with the maker space because for two years, there was nothing in there. We were 414 00:47:17.030 --> 00:47:24.650 running on IMLS, running on donations so a huge amount, $40,000 was put into a line item 415 00:47:24.650 --> 00:47:30.960 that now supports but it's now in the budget, the yearly budget. And when we brought it 416 00:47:30.960 --> 00:47:35.360 to the board of finance, they were already so aware of the maker space and what it was 417 00:47:35.360 --> 00:47:41.190 accomplishing in the community they didn't estate. So I think it builds on its own success, 418 00:47:41.190 --> 00:47:46.940 if the communicants it. >> I'm going to take the prerogative of the 419 00:47:46.940 --> 00:47:54.690 chair to ask one final question and that is, what do you recommend to IMLS for specific 420 00:47:54.690 --> 00:48:00.490 funding priorities in participation learning so that projects will have broad impact and 421 00:48:00.490 --> 00:48:08.010 not just have a beneficial affect on your own local situation. I welcome, Laura, we 422 00:48:08.010 --> 00:48:15.600 can start with you. >> Oh (laughing). Sure, so I think, what I 423 00:48:15.600 --> 00:48:22.000 would love to see and there might be a version of this already but a train the trainers sort 424 00:48:22.000 --> 00:48:32.320 of program. Whether that's through library systems or associations but something and 425 00:48:32.320 --> 00:48:40.810 it could be in person or online. But something that has an inter disciplinary component where 426 00:48:40.810 --> 00:48:45.990 we're learning about participation learning that's happening not just in libraries but 427 00:48:45.990 --> 00:48:54.100 also museums, schools, learning labs and maker spaces that are not tied to a library, technology 428 00:48:54.100 --> 00:49:00.490 camps, art centers, things like that. Really getting that cross pollination happening. 429 00:49:00.490 --> 00:49:08.850 I think that can also help with future partnerships and collaborations as well. And something 430 00:49:08.850 --> 00:49:15.190 where we're able to see tangible examples whether that's tours or actually attending 431 00:49:15.190 --> 00:49:20.920 programs or actually participating ourselves in workshops where we're not just hearing 432 00:49:20.920 --> 00:49:27.530 about them but we're actually seeing them in person and participating ourselves. Possibly 433 00:49:27.530 --> 00:49:32.870 with a liaison component so you train the trainers and then they work with their system 434 00:49:32.870 --> 00:49:37.789 or association after that. >> Thanks Laura, Todd? 435 00:49:37.789 --> 00:49:43.310 >> I would almost, well, number one, I want to applaud the support that the IMLS has done 436 00:49:43.310 --> 00:49:49.110 over the last several years in terms of directing enabling more STEM learning and out reach. 437 00:49:49.110 --> 00:49:55.090 As a scientist myself, we need more scientists and engineers. I would personally like to 438 00:49:55.090 --> 00:50:00.910 see an explicit acknowledgment with the fact we're dealing with steam if what we want is 439 00:50:00.910 --> 00:50:06.790 active learning. We want the engagement of art right in the middle of the scientists 440 00:50:06.790 --> 00:50:18.280 and engineers. If you need an argument, do a quick Google of the you'll find a substantial 441 00:50:18.280 --> 00:50:23.320 percentage. If we're really aspiring to support the higher learning we need to incorporate 442 00:50:23.320 --> 00:50:27.820 that. The other thing I would encourage is the active 443 00:50:27.820 --> 00:50:34.450 learning that is happening in our spaces whether academic library, public library, school library, 444 00:50:34.450 --> 00:50:38.790 what is happening there when they're rapidly prototyping and it rating and creating a lot 445 00:50:38.790 --> 00:50:44.110 of things, particularly when there's artist and scientists, is you're innovating. You 446 00:50:44.110 --> 00:50:49.190 are now creating new ideas and things that never existed before. I would really suggest 447 00:50:49.190 --> 00:50:59.340 to the extent we can encourage fostering programs that will support the innovation and the entrepreneurship 448 00:50:59.340 --> 00:51:04.070 that's a natural outcome of this learning in those spaces, I think would be a real win 449 00:51:04.070 --> 00:51:11.840 for the local and national economies. >> Well, I have too many so I'm going to mention 450 00:51:11.840 --> 00:51:20.050 one. Having been a teacher for 35  years in drama, integration arts and library supervisor 451 00:51:20.050 --> 00:51:24.690 and then moving to a public library, I realize there's two kinds of oxygen that are breathed 452 00:51:24.690 --> 00:51:29.270 in each one. The schools are closed systems for so many 453 00:51:29.270 --> 00:51:36.190 reasons and libraries are open systems. I think that maybe if there was an initiative 454 00:51:36.190 --> 00:51:43.880 to allow schools to be the primary applicants and let them create the relationships with 455 00:51:43.880 --> 00:51:48.461 the partners rather than the other way around, it might be a way, because I think they're 456 00:51:48.461 --> 00:51:53.130 on the verge of change. I think things are happening that are both forcing it and I think 457 00:51:53.130 --> 00:51:58.890 it could happen if schools were making these applications for partnerships that would involve 458 00:51:58.890 --> 00:52:04.650 participation learning. >> Thank you so much for your thoughts. I 459 00:52:04.650 --> 00:52:09.750 know all of our speakers will be here through lunch and through the afternoon so if you 460 00:52:09.750 --> 00:52:14.660 have additional questions and I know you do, I hope you will feel free to approach them 461 00:52:14.660 --> 00:52:19.940 and ask them individually. I hope you will join me in thanking our terrific 462 00:52:19.940 --> 00:52:21.820 panelists for getting us off to a great start.