A Visit to Discovery High School: Rethinking Learning Spaces and Learner Experiences

We are preparing for a redesign of our media center learning space at Chattahoochee High School.  Having gone through this process with my friend and colleague Jennifer Lund the last year and a half at Norcross High, I knew that a visit to her new school, Discovery High, in Gwinnett County, was a “must do” when looking for inspiration.  This brand new school that spans 640,000 square feet and just opened in August features a focus on project-based learning with four different learning academies within the school.  The academies include:

  • Business and Entrepreneurship program
  • Health and Human Services
  • Science, Technology, Engineering, and Math (STEM)
  • Fines Arts

I was especially interested in the media center space Jennifer envisioned and designed with Holly Frilot, formerly an Instructional Coach in Media Services for Gwinnett County and now Supervisor of Library Media Education in Cobb County Schools.  Jennifer drew upon many of the design elements we had crafted for Norcross High, but she was also able to incorporate some other interesting elements.  The majority of her furniture is designed for active and collaborative learning with small and large groups, but it is also flexible for individual or quiet kinds of learning activities.   The primary vendors for her furniture include Steelcase, Turnstone (A Steelcase company), Hon, and Artcobell.   Because we had field tested many of these furniture pieces at Norcross, we knew they were a good fit for the collaborative kinds of work (see previous posts from 2014-15) we did with teachers and supported the principles of active learning.   Discovery High is a BYOD school, and in the media center, they use laptops rather than desktops for instructional activities.  Here are a few glimpses of her library learning studio:

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Another highlight of the visit was touring the Clyde L. Strickland Entrepreneurship Center, a space for students who want to learn how to start their own businesses.  Lindsey Brouillard, Language Arts teacher within the Entreprenuership and Business academy, along with program head Scott Allen, are working with students in a visionary learning space that features:

  • Pull-down garage doors separate the spaces classroom learning spaces (or they  can be left open to combine for larger common learning spaces)
  • “Restaurant” booths for  brainstorming and collaborative work
  • Individual makerspace areas within the larger makerspace featuring 3-D printers, an embroidery machine, banner and poster printers, and separate suites for creating their products
  • Mobile furniture that can easily be reconfigured
  • Natural materials combined with sleek, modern elements
  • Glass dry erase boards
  • Studio work rooms for small group work in different areas of entrepreneurship

Source: CBS 46 Atlanta

I saw students working individually and collaboratively; the common thread was a positive energy in which students were engaging in project based learning.  Other classes were using the learning space for virtual school courses facilitated by a content area teacher.  You can check out some of the rather cutting edge design of the learning space, inspired by the Georgia Tech Innovation Center and Chick Fil-A’s “The Hatch”, below:

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I apologize that some of my photos are a little bleary—I took over 200 photographs, and my battery was dying!  As you can see from both the media center and the entrepreneurship learning spaces, there was so much to take in and design elements to contemplate.  I definitely plan on incorporating many of these as we begin to work on our learning space taxonomy, sketch our initial ideas for floor plans, and continue developing our wish list for furniture that will support the kinds of learning activities we have started doing in the media center this fall and that we envision for the future.

Last but not least, I was very fortunate to get a special tour from Laura French of the Junior Achievement Biz Town and Finance Park.  I honestly don’t have the words to say how incredibly thoughtful this space is along with the partnership between Gwinnett County Schools and Junior Achievement.  I hope more schools will form these kinds of partnerships that can translate into truly meaningful experiences for young people!  You can read more about the partnership here.

A heartfelt thank you to Jen, Lindsey, and Laura for their exceptional hospitality!!!!  Their work has given me new ideas and inspiration for our media center learning studio redesign here at Chattahoochee.  If you are interested to know more, our good friend Steve Thomas of Circulating Ideas will be doing an interview with Jen and Lindsey for the show.  Stay tuned to his website for the interview/podcast!

Researchers as Artists, Artists as Researchers: Tinkering, Messiness, and Meaning Making in Libraries as Learning Studios

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Last week, I sent out a needs assessment to our faculty.  Initially, I was concerned it was too lengthy, but as a new media specialist here at Chattahoochee High, I feel a sense of urgency to get some idea of what teachers have done in the past, what they are interested in now, and their points of need.  In spite of some lingering reservations, I shared the assessment with our faulty via email.  The next morning, AP Studio Art teacher Dorsey Sammataro came by to see me because she was intrigued by information literacy concepts embedded in the survey.  Long story short, the survey opened a really exciting conversation between us about certain concepts and skills she saw on the survey and how it dovetailed with the needs for a new unit she is piloting related to 2D Design Service Learning and Natural and Human-Made Environments.  Students have started thinking about topics of importance to them but need help growing strategies for search, developing search vocabulary, and becoming more comfortable with web-based resources as well as databases that students can mine to find inspiration for ideas and issues that can then inspire their art.  Ms. Sammataro identified this working list of issues and topics of importance to her students in the course:

  • Issues of socioeconomic equity (rich, poor, middle class)
  • GMOs/Food
  • Education and Equity
  • Human trafficking
  • Environment
  • Cultural appropriation: identifying its effects in everyday life and raising awareness of it
  • Assimilating into a culture:  how, why, impact on those assimilate—what is gained, what is lost
  • Adolescent mental health issues
  • Body image
  • Emotional health
  • A sense of unity and connection to peoples and cultures in other parts of the world
  • Stereotypes and assumptions people make about specific ethnicities
  • Bullying
  • Abandonment of self because of depression/mental illness as well as abandoned communities and/or groups of people

When she said they would be having a group debrief about the first work of art they had created that had come out of their initial pass at these topics, I asked if I could come listen in, and she enthusiastically said yes!  I was able to join them and listen to most of the 50 minute small group discussion as they talked about:

  • expanded insights about their topic ideas—this aspect of the discussion was quite meaty/weighty as students drew from personal experiences.
  • what they had learned about their idea through their initial research and first efforts at crafting 2D art around it.
  • what community resources (people, groups) might be resources for our work and ideas.
  • how and why one might abandon a topic and how the process of making art around a topic may help you realize that topic is not your true passion.
  • one student shared she had discovered she needs a strong intention for figurative pieces, so the idea/topic of interest is particularly crucial for art making.
  • an extended conversation about the importance of time, space, and ownership of experimentation for both literal and experimental/abstract pieces (echoes of Nancie Atwell’s concept of what writers need); the importance of trying new things, art forms.  In the words of one student, “Don’t be afraid to stray from the path of success.”
  • some students discovered they liked new art forms they didn’t think they would like.
  • one student shared how she was excited about the idea that inspired her art but when it came to do the printing process it was very humbling because it was more difficult than she imagined and the piece didn’t turn out quite as she envisioned, yet this trial and error process was important and valuable to her.
  • some discovered it was more difficult than they anticipated to turn an idea/topic/issue into an art piece.
  • one student shared how important it is to find out what you really are passionate about and then wondered how to better go about mining it to yield more strategic ideas/subtopics or focal points for expression of that through art.

I was struck by how deeply invested the students were in these topics and the group discussion; I was also appreciative of their honesty and openness, something that is not easy to do among peers or with a new adult on the staff who is listening to what they have to say.    Their perspectives on these topics as well as their insights on art making processes had a depth I had not anticipated; it also got me thinking about the parallels between making meaning from art and making meaning from working with information (and some form of research whether formal, informal, or some hybrid).   A few wonderings I’m now contemplating:

  • How do the two (research and art) inform each other, and how might looking at art-making processes foreground our conceptualization of “research”?  I can’t help but wonder if some of the precepts of Dennis Sumara’s work with “literary anthropology” in studying reading literacies might be applied when we think of art, the learning environment of a studio, and research intersect as a site of “information literacy interpretation.”
  • How might a library function as a studio where meaning making is elevated across multiple forms of literacy, particularly information literacy processes?  How is research art?  How might research and the cultivation of information literacy skills in art students impact their art-making processes?  What insights from an art studio might we draw upon in designing a library as a learning studio, and what does research look like in this environment?  How will it translate to learning spaces then outside the library and impact a larger learning community and culture where research seems increasingly marginalized in K-12 public schools by the impact of standardized testing?  What tools, resources, experiences, and learning design drivers do artists and learners need in a research/library learning studio as well as an art studio?
  • How is the act of crafting art like acts of crafting research processes and products?
  • Research and art can both be organic, recursive, and frequently non-linear (even though there are those who would like to prescribe models that are contradictory in nature).    Many K-12 teachers, professors, and yes, even some librarians tend to emphasize the consumption aspect of research rather than frontloading the grittier messy work of mucking about in information; students often miss the experience of wrestling with the friction of ideas that comes when one goes beyond regurgitating facts and engages in higher level thinking; it is often the final product, a paper, that gets the most emphasis.  Yet this creative process is viewed positively when it comes to crafting art—-how might it be viewed if we embrace meaning making as the core of research as it is in art?

Building on the extensive work and efforts Jennifer Lund and I invested in developing the concept of library as learning studio at Norcross High (see any of my posts from the last two years), this budding collaborative partnership with the AP Studio Art students and Ms. Sammataro (and my larger/big picture efforts to now develop the library as learning studio concept at Chattahoochee High) may offer opportunities for us to explore these wonderings together by working from an inquiry stance.   I hope to dwell in these ideas and look forward to see how my thinking is shaped by my experiences with Ms. Sammataro and her students.

Markerboard Surfaces, Collaborative Conversations, Academic Literacies, and Libraries

Yesterday I blogged about the use of our new markerboard surface tables as a way for students to collaborate and capture their group thinking.   I’d like to briefly share another use of these dry erase surfaces in our library learning studio from last week with our Theory of Knowledge (TOK) students.   This was an activity that came together very quickly Thursday morning and while not tied to a formal research project, threads of inquiry were essential to the learning experience.  The group came to the studio to watch a short clip of a PBS video related to their content/unit of study.  Dr. Glenn and Mr. Byrne developed discussion questions around this segment and composed them on our dry erase surfaces.

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After watching a short segment of the video, students had approximately 10-12 minutes to visit each table; students were encouraged to discuss their thoughts and reflections with their peers and then jot down their responses.    We also observed students continuing the conversations around the written responses as they engaged in some truly meaningful and deep dialogue with each other.

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Students were able to jump into the activity quickly and confidently and participate in richer, more nuanced conversations (both written and oral) because Dr. Glenn and Mr. Byrne consistently integrate learning/thinking structures as a regular part of classroom life.  As I watched these students immerse themselves into the learning activity with depth and intensity, I could not help but think of the huge participation gap that Jennifer and I have observed the last two years.  We have seen a wide range of academic and social skill sets across multiple content area classes, course levels, and grades; I feel I have struggled to articulate what I’m observing and to contextualize it although the recent readings are helping me to take first steps in doing so.   The academic discourse and social behaviors of the TOK students were reflective of the academic literacy framework I referenced in yesterday’s post; in particular, these students were demonstrating:

1.  Disciplinary literacy: “…the join understanding of discipline-specific literacy features through which knowledge is created and practices are shared” (Kiili, Mäkinen, and Coiro 225).

2  Argumentative literacies:  “As students work to establish themselves as contributing members of a domain-specific discourse community, argumentative literacy practices enable them to consider alternative perspectives, broaden and deepen their knowledge, and make judgement to inform their decision making.  As a result, students are able to identify, evaluated, and produce arguments within a wide range of individual and social literacy events…students are able to effectively composed, evaluate, and learn from arguments by adopting the social practices of the target discipline” (Kiili, Mäkinen, and Coiro 225).

3.  Collaborative literacies:  “…those literacy practices in which two or more person engaged in reading and/or writing together are equally responsible for negotiating meaning through talk.  The goal of collaborative literacy practices is to produce a joint interpretation of a text” (Kiili, Mäkinen, and Coiro 225).  In this case, our texts were previous knowledge and the PBS video segment.

Like many other activities we’ve helped design and/or facilitate this academic year, common threads are woven into learning activities:

  • Writing as a medium for thinking and sharing
  • Collaborative conversations
  • Individual work, small group discussion, and large group share

We then moved to a large group discussion facilitated by Dr. Glenn; students from each table had the opportunity to share their thoughts about the question posed at their table.

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Because we ran out of time, the activity was continued into the next day.  Many students captured the ideas on each table with their cell phones as they prepared to leave for lunch.

Reflections:  The Library as Learning Studio and Site of Literacy Practices

While not a formal research type of activity or project, we love working with teachers and students to provide them space and assistance for these kinds of learning opportunities.   So often we call the library the “biggest classroom” in a school, yet learning experiences are often limited to formal research projects and/or storytime.  In many schools, it’s a challenge for teachers and administrators to see the library as an additional learning space that can accommodate many kinds of experiences because the quiet, book-centric model and/or prior experiences dominate their perceptions.  In other school libraries, limited budgets and restrictive physical space hinder the efforts of librarians to sell the library as a studio and alternate kind of classroom.  When our spaces are designed with flexible areas that can be repurposed quickly, mobile furniture, and technologies for multiple modes of learning (low tech and high tech), the library can support a more diverse range of learning experiences and be better positioned to support the growth of academic literacies for all students throughout the school year, not just when it is time for formal or informal research projects.  These learning space design drivers  expand the possibilities of libraries as sites of practice for multiple literacies and can potentially position the library as a “commonplace for interpretation” in exploring, expanding, and theorizing the literacy practices within its learning community (Sumara), hence shifting and expanding the role of the librarian as a sponsor of literacy (Brandt).

References

Brandt, Deborah. Literacy in American Lives. Cambridge: Cambridge UP, 2001. Print.

Kiili, Carita, Marita Mäkinen, and Julie Coiro. “Rethinking Academic Literacies.” Journal of Adolescent & Adult Literacy 57.3 (2013): 223-32. Professional Development Collection [EBSCO]. Web. 25 Apr. 2015.

Sumara, Dennis J. Why Reading Literature in School Still Matters: Imagination, Interpretation, Insight. Mahwah, NJ: L. Erlbaum, 2002. Print.
Note:  If you are interested in the “Rethinking Academic Literacies” article, you may also enjoy teacher Gary Johnston’s series of blog posts on this article.