What if you could check out a rabbit? #nxtchp2011

What if library was a verb? What if librarian was concierge or coach or therapist? What if second graders and seniors used the library to build a dinosaur…together? What if the library was made up of yurts or kitchen islands or secret passageways? What if the library was a social buzzing place? What if the library could be every child’s academic advisor? What if the library could be every person’s therapist? What if library was school lobby? What if library was school hallway? What if library was school?

What if you were asked to design an agile ecosystem of wonder, care, creation, and exchange for the modern learner – and for society – and call that ecosystem library…what would it be?

As I reflect on my weekend of what ifs and whys and hows and let’s, I am struck by how the simple design process (with inspiration from Abraham Lincoln and also from the art of improvisation) allowed for a group of librarians, teachers, students, administrators, designers, futurists, and architects to turn into true educational visionaries. I’m struck by our ability to listen, imagine, and create not only a vision for the future of the K-12 library but also the future of learning.

In the coming weeks and months, all of the work from the weekend will be posted in one way or another on the Reimagine: Ed – Next Chapter site and will also be tagged with the #nxtchp2011 hashtag on Twitter.  Things like this video by Brian, Rebecca and Bo on the Library as Kitchen Island “Flash Cart” prototype (a response to designing the unquiet library) as well as the presentation by the group who hacked this Starbucks cup and turned it into Library as Yurt prototype (a response to designing the library as the park of possibilities) will continue to spur this weekend’s RE:ED group and others toward unlocking the next chapter of the K-12 library.

But this week, today even, as I returned to my school and to my office which is (interestingly) housed in the central hub of Trinity which is the Media Center, I was certainly thinking of both process and product. Sure, the ideas from the three design challenges (especially the one I tinkered with all weekend: What must K-12 libraries do to spur continual innovation and to make libraries the places and spaces our learners crave going forward?) surfaced. Yeah, today I daydreamed about  prototypes and products that were imagined, discussed, debated, and sketched on whiteboard walls, post-it notes, and on the back of cocktail napkins.

But…what will most directly affect my work this week and in the months to come has so much more to do with process than product. And if  libraries = learning = life, then what I learned from this weekend’s process is applicable from today until way past the time when my school re-imagines library as both a noun and a verb.

If the words to the right are words that matter (and I believe they do),

I see how they could infuse my work (and my life)

and shape my outlook (or even my destination)…

So, what do I need to do to get there? How do I need to grow? What can I learn to do better? Well, to start…

#1: (Learn to) Say “Yes, and…” — I was challenged early in the weekend by Zac Chase who taught us a few rules of improv, all of which I need some practice with both as mindsets and as statements. Two of the mindsets we were encouraged to adopt during the weekend — “My idea is good, and I like your idea better” in addition to “Yes, and…” — certainly shaped the conversations and propelled our ideas to higher level of creativity and risk. Simply saying Yes+And and not Yes+But (or even Yes+Yet) was a challenge for me. And it’s something I need to work on. Sure, playing Devil’s Advocate has its time and place, but this weekend I learned how much that role can kill innovation. According to the RE:ED folks, the Yes+And mentality allows everyone to “embrace a growth mindset, build on each other’s ideas, and celebrate new viewpoints and roles.” Pretty important to not stifle those things by a silly three letter conjunction.


#2: (Learn to) Love Creative Abrasion — I have always appreciated Peter Senge’s idea of creative tension and this weekend I learned that the design process has the potential to turn that tension into something closer to creative abrasion…and that’s actually a good thing.  Something I learned from Jeff Sharpe, who truly was more of a sherpa than facilitator this weekend, has to do with failure. The thing about the cutting room floor, he described, is that there’s great stuff on the  floor. And usually that great stuff is a result of a lot of messy learning. There were moments on Saturday (many, in fact) where the process seemed stalled, backwards, and frustratingly counterproductive…and even if that wasn’t the goal, it was the point. Lots of us were trying and failing and there were a number of ideas left on the floor…and it was up to the forces of the collaborative group to move individuals (me being one) to try harder and fail better. At one moment late on Saturday afternoon, I was ready to check-out, to leave for a run, and return the next morning with energy and a rested mind. I’m thankful for the model of my friend and colleague who felt the same frustration and was committed to staying through the process. Late on Saturday afternoon, we didn’t know what we were doing but we knew we could do it. We knew it was possible and we just had to figure it out. Sitting in the backwater eddy of creative tension (according to Bo Adams) or the hydraulic of creative abrasion (according to yours truly) allowed for us as individuals and as a collective group to get to the high level of creative success for the remainder of the weekend. We certainly ended the weekend sprinting with reckless abandon, grinning ear to ear, as Christian Long so beautifully described in less than 140 characters.

 

#3: (Learn to) Think of Ideas as Currency — The push of the weekend, articulated by the RE:ED Leadership Team and Provocateurs time and time again, consistently centered on the value of ideas and ideation. On Sunday, one design group envisioned Library as Market/Bazaar and explicitly stated that ideas and curiosity were the currency in this place. Interestingly, throughout the weekend, this was certainly the case as ideas, both large and small, were most valuable and held in high regard. More and more, I saw that ideas beget ideas. I was challenged in my own thinking…in our schools, do we honor ideas as valuable currency? Do we give ideas time to marinate or even allow for the ideation process to take place — failure and all? As design groups, we were allowed to create the learning spaces where ideas flourished. We had freedom. Tables became idea walls, chairs became office supplies, and we could get up, eat, drink, and go to the bathroom at will. We did not have to wait a bell to tell us where to go and what to do and we were allowed to sit in the backwater eddy for as long as we wanted or needed. A phrase like “I have a really wacky idea,” was met with smiles and exclamations, “Awesome! Good! Let’s hear it!” Even a “What if you could check out a rabbit?” idea was met with wide smiles and an exclamation, “What IF you could check out a rabbit!”

     

This weekend was one that was full of YesAnds, Creative Abrasion, and Ideas. It was a weekend about library as both noun and verb. It was a weekend of what ifs and collective reimagining of the future.

It was a weekend about libraries…about learning….and about life. 

Thanks to the RE:ED team for the experience and for the inspiration.

What’s the next “What if?”

Advertisements

Connecting Globally

If you haven’t bookmarked the “Great Quotes about Learning & Change” Flickr Group, then you should do so. Right now. It’s a great place to find provocative images and quotes to use in conversations, presentations, and in personal reflections as well.

The site really is that good. This image is one of 706 currently in the group. Cool, huh?

So, I ran across this image today which is a perfect representation of my thoughts and reflections this weekend. Thinking of my Trinity colleagues who will be welcoming children into their classrooms on Wednesday, I began to reflect on my three years of teaching sixth grade at Trinity.  What would I do differently if I were heading back to the sixth grade classroom this year? The short answer: I would make sure that my students realized that they were entering into a classroom situated in the year 2011. Not one from the past…not even one from 2010. Even when I had a 1:1 tablet computing environment, I’m not totally sure that my classroom was as 21st century-ized as it should have been. It’s that whole “technology must serve pedagogy not the other way around” thing. In fact, if I were trying to gain some inspiration about making my classrooms 2011 ready, I’d certainly spend some time reflecting on the five axioms of EduCon, the above quote being axiom #3.

  1. Our schools must be inquiry-driven, thoughtful and empowering for all members.
  2. Our schools must be about co-creating — together with our students — the 21st Century Citizen.
  3. Technology must serve pedagogy, not the other way around.
  4. Technology must enable students to research, create, communicate and collaborate.
  5. Learning can — and must — be networked.

So, with those reflections swirling, I decided that my first step would be to find a way to make my classroom a globally connected one. It’s something that fits with each axiom above. Without a classroom to directly influence, I decided to reach out to my Trinity colleagues with three projects which look incredibly promising for the elementary ages. Within a few hours, I had heard from a handful of teachers who were interested in jumping in. In fact, our entire first grade team will be taking part in the Global Read Aloud Project this fall.

I thought I’d share my email here (and yes, I was lazy about the links!):

Dear Teachers,

Are you interested in exploring how to further the Mission of Trinity School and assist your students in becoming responsible, compassionate, and productive members of the expanding global community? There are so many ways to open your classroom to classrooms all over the USA and the world….and there are a number of Trinity teachers who are already doing just that thing!

I wanted to let you know of a few projects that I have discovered that seem to be manageable, interesting, and connected to Trinity curriculum. If you are interested in finding another project, I’m happy to point you in the right direction. There are so many resources out there and so many great projects, engaged teachers, and cool classrooms! I have included the top three that I’ve seen recently. If you would like to talk in greater depth, please let me know! Also, Marsha and Kara would be more than happy to chat and assist as well! It’d be our dream that there are so many globally connected projects happening at Trinity that Kara, Marsha, and I had our hands full with supporting you and your classes!

To Connecting Globally!

1. The Global Read Aloud Project: This project begins on September 19 (and lasts until October 14) and is geared to students in 1st – 3rd Grade (who will be reading Flat Stanley books) OR to students in 4th – 6th (who will be reading Tuck Everlasting).

2. Teddy Bears Around the World: This project has no timeline or deadline…it is geared to students in the Threes, Pre-K, or K.

3. Community Connections Project: This project has a deadline of February 2012 but it seems like it will be ongoing throughout the 2011-12 school year. This project seems to fit students in K – 3rd grade.