Promoting Universal Broadband Access With Gina Millsap (Part 2 of 2)

March 23, 2021

This is the second part of a two-part interview conducted with Gina Millsap, retired Topeka and Shawnee County Public Library (TSCPL) CEO and a longtime advocate of broadband access for work and learning. An article drawn from the interview is available on the ShapingEDU blog.

In your article “We All Need Broadband” [April 7, 2020], you mentioned that “some parts of our community don’t have quality, affordable broadband, especially in the rural areas of Shawnee County.” I’ve always been impressed by how you and your colleagues responded to community needs by setting up an entire online branch of the library to serve those who, living in rural parts of your service area, couldn’t easily visit a physical library building. Can you tell a story that shows how you and your colleagues overcame some of the challenges of Internet access to provide those online services?

There are a few things. TSCPL equipped bookmobiles as hot spots and has been providing technology training for the community for well over 20 years. What is somewhat discouraging is that the “Taming the Mouse” class is still offered. I say that because it’s still needed. And TSCPL installed about 170 public access computers in the early 2000s to ensure that people had the access they needed to communicate, apply for jobs, learn more about technology tools, and provide themselves with entertainment. I have become less enamored of these stopgap measures in the past few years. That’s because I think they’ve allowed other community leaders to think, “The library has this covered, so we don’t have to worry about it.”

So, a question—are you asking about challenges the library faced? Honestly, the big challenge for many libraries were two-fold: did they have the money to upgrade their technology and broadband services as needed and to invest in technology? Did they have the staff expertise to manage that technology and help educate their communities? TSCPL had both, and chose to make those investments. Many libraries didn’t have the resources to do that. 

Makes sense to me; thanks. Whose work in fostering broadband access do you admire—and why?

I’m appreciative of the work that SHLB [Schools, Health & Libraries Broadband Coalition] is doing and the fact that they are developing a strong coalition of key partners. They are giving a voice to public-sector needs that hasn’t existed before. I’m also appreciative of the work ULC [Urban Libraries Council] is doing with its Digital Equity Action Team that is working to educate and encourage library leaders to do more in this space than be service providers for the have-nots in our communities. There are a number of individual libraries in the U.S. and Canada that are engaged in excellent work—many of them as part of community coalitions. I’m more interested in those activities and think they will have a greater long-term impact than continuing to provide short-term services like circulating hot spots. Note I’m not dissing those efforts. Those are important because they are addressing immediate needs, but they’re not solutions. 

Drawing upon your extensive experience, what would you suggest individuals can do to support broadband access locally, regionally, and nationally?

They should become advocates for universal broadband. They should hold their local- and state-elected officials accountable for improving access to broadband for all residents. They should participate in the reframing of this discussion as one of social equity, not technology. Thank the community leaders that are showing an interest, support them. Learn more about the issues—the technology, the legislation, the players in the public and private sectors. 

What have I not asked that you hoped to cover?

I think the main thing is that this is a community, state, and national issue. It’s not about consumerism, or not exclusively about that. It’s about ensuring all citizens have the tools they need to thrive in their communities. I also don’t want to appear as if I’m viewing the service providers as the antagonists, although that can happen—especially if municipalities are considering becoming providers. It’s going to take strong public/private partnerships to make this happen, but elected officials must be knowledgeable enough to write better laws, and visionary enough to understand that, like roads, electricity, and water, broadband should be viewed as essential infrastructure.

N.B. — Paul is one of three Storytellers in Residence for ShapingEDU (July 2020-June 2021).


Promoting Universal Broadband Access With Gina Millsap (Part 1 of 2)

March 23, 2021

This is the first part of a two-part interview conducted with Gina Millsap, retired Topeka and Shawnee County Public Library (TSCPL) CEO and a longtime advocate of broadband access for work and learning. An article drawn from the interview is available on the ShapingEDU blog.

Our friend Maurice Coleman [a keynote speaker, trainer, and facilitator who also serves as host for the T is for Training podcast] has said that advocates and activists don’t necessarily “start out wanting to change the world. They usually start out wanting to change this…that one situation.” What was that “one situation” that first drew you to efforts to support universal broadband access and access to the tools needed to effectively use the Internet for work and learning?”

It actually started for me in the early 1990s, when I had the opportunity to work on the COIN (Columbia (MO) Online Information Network) project. It was the first ISP in the state of Missouri and was a collaboration of the University of Missouri, the City of Columbia, Boone County, the local school district, and the library I worked for—the Daniel Boone Regional Library. I was head of computer services for the library and also became the head of technical and end-user support for COIN because my library had the management contract for it. I saw, very early on, the power of shared online communication and information with community networking and what it could mean for public libraries, local government, and the community. Later, we included small private telephone companies who were often willing to let us locate modem pools in their facilities and whose owners could see the potential of the Internet before the big service providers figured out how to make money on it. 

Can you tell a story that shows how lack of broadband access or lack of access to the tools needed to effectively use the Internet for work and learning made this personal for you or someone close to you?

When libraries first introduced access to computers and then to the Internet, it became clear that there was and would be a huge divide in our communities and in this country—those who had access to technology and those who didn’t. The phrase “digital divide” is pretty hackneyed now, but when I saw how many people engaged with the library for the first time, it was an epiphany for me. I still remember a gentleman in his eighties—Mr. Belcher. His son lived and worked in Japan, but he was seldom able to connect with him because long distance calls were so expensive. When COIN went live, he was one of the first people to sign up. He had a Radio Shack computer with a 300 baud modem. He would call me with updates on how he could communicate via email on a daily basis with his son. It literally changed his life. 

Also, when I realized that no matter how many computers we installed in libraries, in the ‘90s and early 2000s, it wasn’t going to be enough, especially when PCs were so expensive and complicated. So it wasn’t just one story, it was how people saw this, wanted it, and ultimately needed it. It also continued and strengthened the equity work of public libraries. One of the reasons I’ve worked on broadband planning and advocacy so much in the past few years is a concern that libraries have inadvertently contributed to the digital inequity with the investments we make in digital content that isn’t available to those who aren’t digitally literate or who can’t afford the equipment or broadband services. The pandemic put a harsh spotlight on how flawed our systems are and how inequitable they are. 

That raises an immediate question: what are some of those flaws and inequalities? 

From my perspective, the flaws are attributable to the fact that local governments (and many states) haven’t owned this issue. Most of them have left it to the providers, whose business plans don’t align with all community needs. So, the gaps caused by where you live, how much money you have, how technologically adept you are keep getting bigger. I think internet should probably be regulated like a utility and the goal should be universal access.

Public libraries tend to be gap fillers. By that, I mean that needs like access to devices and broadband, have been left to that one institution while it should be a goal for all residents. There’s also a huge need for technology literacy. Even students who have grown up with computers aren’t necessarily information literate. We’ve focused so much on the technology that we’ve neglected what should accompany the use of these tools—critical-thinking skills, civic engagement, and understanding of what it means to participate in a democracy. The tools have become the endgame instead of a means to an end.

There also needs to be more action at the federal level—and I don’t mean just throwing more money at the big legacy providers who own all the fiber networks.

How can we work together to overcome the flaws and inequalities you’re noting here?

Planning and evaluation of the quality of services should be community-based. People need to be viewed as more than consumers. Part of our job as citizens is to participate in our communities, our country. To do that effectively, you need equitable access to the tools. So part of it is reframing this discussion to talk about investing in ourselves and our democracy instead of just upgrading to the latest Apple watch or Samsung phone. 

N.B. — Paul is one of three Storytellers in Residence for ShapingEDU (July 2020-June 2021).


Library Advocacy Stories: Michael Lambert (Part 2 of 2)

March 1, 2021

This is the second part of a two-part interview conducted with Michael Lambert, City Librarian, San Francisco Public Library. It was originally published on the California Library Association website as part of the work I’m doing as Library Advocacy Training Project Manager for the Association.

Q:  What key issues do you believe need to be addressed in training sessions for California library staff—at all levels—interested in becoming strong advocates for libraries and the communities they serve?

Michael Lambert

A:  The basics

  • What is library advocacy? Why is it important?
  • What is the difference between advocacy and lobbying?
  • Political activities—Do’s and Don’ts
  • The Power of Storytelling and gathering stories to tell your library’s story about impact, outcomes

Importance of building a strong partnership with your local library support group; San Francisco has a model public/private partnership within our municipal government that has been highlighted by our Office of the Controller.

  • Requires investment of staffing capacity and time, but it’s worth it
  • Regular meetings, attend Board meetings, invite participation in Library Commission meetings, special events
  • Formal MOU

Q:  What formats do you believe work best for advocacy training for California library staff at all levels?

A:  The California Library Association has some excellent sessions at our annual conference and offers opportunities for staff to be inspired and engaged. Beyond CLA Annual, I think the current environment has demonstrated the utility and accessibility of the virtual environment, making it easier for a broader cross section of our library workers to participate and learn and grow. EveryLibrary’s ongoing newsletters and training offerings are excellent.

California Public Library Advocates have done a great job hosting regional advocacy training opportunities for members of library boards and commissions, Friends, Foundations as well as other library supporters and advocates.

Q:  What are we not currently doing that we should be doing to support library staff interested in becoming strong advocates for libraries and the communities they serve?

A:  As a library administrator, fulfilling our mission with excellent service delivery is the top priority. There are many strategic priorities that go into library operations, and San Francisco Public Library has an ongoing commitment to organizational excellence. Employee engagement and organizational development are key focus areas within our Racial Equity Action Plan, but I think there is an opportunity to tap into the latent community organizing ability of our staff to learn how to become even stronger advocates for libraries and the communities we serve. Ultimately, if we are able to provide more opportunities for growth and professional development on this front, we’ll be more successful in advancing racial equity and social justice.

Q:  You’re very active in a variety of social media platforms. What—if any—role do you see social media playing in your advocacy efforts?

A:  At the most basic level, telling the library’s story and sharing factual information about library programs and services.

On a personal level, I leverage social media to foster stronger connections with elected officials and community leaders. I recommend library directors engage with their local political leaders in every way possible, including social media; follow them and like their posts and/or comment to have a conversation. This is a great way to stay in tune with local priorities and the pulse of the community. You can invite them to your library events and subsequently post photos to give them a shout-out for their support.

Q: Your Facebook account offers a wonderful balance of posts that relate to work and posts and relate to your personal life. Any tips to advocates on how to maintain that sort of balance without veering into posts/topics that can come back to haunt them?

A:  Good question! One guiding principle I try to remember is: “would I want to see this post on the front page of the SF Chronicle?” My social media presence includes personal accounts on Facebook, Instagram, Twitter and LinkedIn. I enjoy promoting and sharing the incredible work my SFPL staff are doing, and it’s easy to share such posts. My social media presence also comes in handy for recruitment and making folks aware of job opportunities within the City and County of San Francisco. It’s not uncommon for me to post my fellow department heads’ recruitments on LinkedIn to demonstrate my support for them and our City and County family. Overall I’d say my feed is similar to many other people with posts about my kid, what I’m eating, what I’m doing, etc.

Q:  Drawing upon your extensive experience as an advocate for libraries, what would you suggest individuals can do to effectively serve as advocates for libraries throughout California?

A:  Pay your dues—support your professional association—California Library Association; American Library Association

Attend CLA, get involved.

Support EveryLibrary—the only political action committee devoted to libraries

Volunteer your time to local library initiatives

Support your local Friends of organization

It’s pretty basic—we need to support library advocacy with our treasure or time or both.

N.B. — Paul’s work as a consultant/project manager with the California Library Association is part of a grant-funded project to develop and coordinate a statewide political advocacy training program for library workers and supporters throughout California.


Library Advocacy Stories: Michael Lambert (Part 1 of 2)

March 1, 2021

This is the first part of a two-part interview conducted with Michael Lambert, City Librarian, San Francisco Public Library. It was originally published on the California Library Association website as part of the work I’m doing as Library Advocacy Training Project Manager for the Association.

Q:  Let’s start with your own experience as a library advocate. What first drew you into efforts to advocate on behalf of libraries?

Michael Lambert

A:  My experience as a library advocate has been influenced by my tenure with my hometown Richland Library in Columbia, South Carolina. They have a top-notch public library system and I have observed their library leadership working effectively with their Friends group over the years. From the very beginning of my career, I was able to see firsthand how their former library director was able to secure strong support for their library with robust grassroots advocacy from the community, including having a strong community showing at budget hearings, telling powerful stories, offering heart-warming testimonials, effective PR campaigns, etc. I’ve carried forward these observations and learnings throughout my career.

More recently during my tenure with SFPL, I was invited by then CLA President Misty Jones to serve on the Advocacy & Legislative Committee. This was a great experience and helped me understand how our state association organizes and advances a set of legislative priorities each year.

Q:  Can you tell a story showing how Richland Library leadership worked effectively with their Friends group?

A:  It’s been over 15 years since I briefly returned to Richland Library for a stint as Development Officer. In that role, I served as their liaison to the Friends. I can vividly recall the Friends packing their County Council’s budget hearing for the Library in 2006, netting a substantial increase in their budget for the following year. The Friends of the Richland Library delivered a master class that year in having library advocates prepared to offer powerful stories to demonstrate the impact of public library services on their community. Furthermore, their Friends group is essentially the “farm team” for their Library Board, which does a great job cultivating strong relationships with their County Council as well.

Q:  What was one essential lesson learned, from your time on the Advocacy & Legislative Committee, that you would share with others interested in advocacy?

A:  The essential lesson I learned from my time on the Advocacy & Legislative Committee is that it’s critical for library workers and library leaders to be engaged and active in getting involved to advance the legislative agenda. I observed strong leadership from Misty Jones and her successor as the Chair of the Advocacy & Legislative Committee, Sara Jones, to help develop legislative priorities that the California Library Association could support with the Dillons [Michael Dillon and Christina Dillon-DiCaro] and the State Librarian’s support in Sacramento. This work is critical for providing library advocates up and down the state with a set of tangible priorities that can be leveraged for discussions with lawmakers.

Q:  What have your own advocacy mentors done to encourage and inspire you?

A:  My inspiration and encouragement come from community. As a library director, I feel an enormous sense of responsibility to be a good steward of the community’s resources. I am continually heartened by the stories and testimonials I hear from members of the public about the transformational impact of our services. Just this morning I received the following email from a parent:

Diane Ferlatte

I wanted to express my appreciation for the wonderful Diane Ferlatte recently. My daughter is 16 and I am homeschooling her. We’ve studied slave narratives and their role in abolition, the flourishing of writers that came after emancipation with an emphasis on the Harlem Renaissance, and African American folktales. Every Friday is poetry Friday, during which we have studied written poems as well as spoken word. I write all this to say that the opportunity to hear Diane Ferlatte as part of More Than a Month by SFPL fit right in.

Ms. Ferlatte was wonderful. We analyzed the stories she chose to share and discussed the history of African American storytelling in the US. As African Americans, it was a pleasure to be able to listen to the virtual event and to see so many people enjoying with us. As a parent, it’s always helpful when I can incorporate different pieces into our homeschooling.

So, thank you for this. And please let Ms. Ferlatte (and her musical partner) know how much we enjoyed her performance!

This is just one example of how library services delight and enrich the lives of our patrons. Similarly, I hear from staff about how they are innovating and delivering much needed services to the most vulnerable members of our community. We are extremely fortunate in San Francisco to have robust support from the Mayor, the Board of Supervisors, our Library Commission, the Friends and Foundation of the San Francisco Public Library, our labor partners, our beloved library patrons, and our amazing library staff.

Some people who I admire—my predecessor, Luis Herrera, and his predecessor, Susan Hildreth—what they were able to accomplish in San Francisco with the Friends & Foundation of SFPL has been transformational for the residents of San Francisco.

Q:  What tips would you offer to other advocates interested in building positive relationships similar to what you have described the Mayor, Board of Supervisors members, Library Commissioners, and others?

A:  Building positive relationships with stakeholders at every level of the library ecosystem is critical to successful advocacy for libraries. Individuals who volunteer in your literacy programs often become library supporters and donors. Teen volunteers often develop an interest in library work and seek entry level positions to start a career in libraries. Members of Friends groups often have connections to municipal government that can spark important conversations regarding library funding and support for capital projects. Library leaders can help their cause by building strong relationships with the legislative aides and staff in the offices of elected officials. Extending one’s support to individuals up and down the library ecosystem chain can generate enormous goodwill that one day could net tremendous returns on that initial investment of a positive engagement.

Q:  Can you tell a story about a memorable/transformative experience you’ve had as an advocate for libraries and members of the communities they serve?

A:  I worked for the Charlotte Mecklenburg Library in North Carolina from 2006-2011, and was employed there during the great economic recession. The Charlotte Mecklenburg Library suffered a 35% budget cut that led to the layoffs of half the workforce and permanent closure of four branches. I led an effort to recruit and mobilize volunteers and harness the incredible outpouring of community support to restore operating hours and services. Over the course of 2-3 years, I witnessed how strong grassroots support from residents, volunteers, donors and advocates could create the political will to restore funding and library services after the devastating cuts. It was gratifying to lead recruitment efforts to bring back staff and fill roughly 70 positions before I moved back to California.

N.B. — Paul’s work as a consultant/project manager with the California Library Association is part of a grant-funded project to develop and coordinate a statewide political advocacy training program for library workers and supporters throughout California.


Adapting to Change, Loss, and Possibilities: Learning With Champions of Learning

February 24, 2021

Less than 15 minutes into the daylong “Champions of Learning” virtual conference hosted last week by colleagues in the ATD (Association for Talent Development) South Florida Chapter, I was already completely engaged and fully attentive.

This was a group that understood the importance of creating a welcoming tone and ambience at the beginning of any event, regardless of whether it is onsite or online. This was a group that didn’t overlook the small stuff behind any large, successful gathering. And this was a group that was using its commitment to engagement and interaction to be sure that participants would have few, if any, temptations to step away from “the room” before the event had reached its conclusion.

We often hear (and repeat) the idea that “the devil is in the details.” I would suggest that our ATD South Florida Chapter colleagues subscribe to the idea that “the angels are in the details,” and do everything they can to flood our virtual rooms with angels that beckon us to their gatherings. Those angels (volunteers, every one of them), during the weeks and days leading up to the conference, provided an appropriately steady stream of encouraging email messages designed to prepare participants—our co-conspirators in the learning process—for an event that focused on the content rather than the (virtual) setting and the technology needed to make that gathering successful. We were told that there would be a beginning-of-the-day session that included a “platform overview” for anyone wanting to explore the technology we would be using to interact with presenters/session facilitators as well as with each other. We knew the opening session would also give us plenty of time to interact with each other to, as much as possible, create the same levels of positive engagement we experienced at onsite gatherings before the shelter-in-place guidelines we have been following for nearly a year in response to the coronavirus pandemic pushed us completely into online interactions.

The series of pre-event email messages also included separate notes about each of the sessions, including the specific links we would follow to attend any of four breakout workshops and other events scheduled throughout the day; this gave us a chance to add those events and links to our own personal online calendars so, on the day of the event, we wouldn’t have to hunt through our archived email messages to find those direct links. And then, in an act that was possible because of the limited number of sessions, our “angels” resent those links, via email, shortly before each session began so that we could move directly from our email inboxes into the events. Recognizing that this would be an impossible and burdensome approach for organizers of much larger gatherings, I also recognize that this was yet another example of conference organizers thinking proactively of what they could do to make the virtual-conference experience—or any other online learning opportunity operating at a similar scale—as enjoyable and stress-free as possible.

Opting for a morning workshop on “Awesome PowerPoint Tricks for Effective Presentations” (led by BrightCarbon Director Richard Goring) after the conclusion of the opening session/platform review, I was expecting to pick up a few tips on how to up my game in PowerPoint. To say that the nearly two-hour session exceeded expectations would be to unforgivably downplay the breadth and depth of what Goring offered all of us: an overwhelmingly positive and impressive overview of numerous tips and tricks that included demonstrations of what he was describing, and the all-important assurance that we would have plenty of opportunities to return to an archived recording of the session so we could more fully incorporate what he was describing into our own work, e.g., how to mask and highlight elements of an image to more effectively use that image on a slide; how to quickly align disparate elements and images on a slide with one command rather than a series of actions involving every separate element; and locating and using sites (including pexels.com, pixabay.com, and lifeofpix.com) that provide numerous free images we can incorporate into our work.

Elane Biech

For many of us, the anticipated high point of the day was the combination of a celebration of local (South Florida) colleagues’ work as champions of learning—those who, by example, remind the rest of us of what our most innovative colleagues are doing to make learning more engaging and transformative—and a keynote address by Elaine Biech, who has inspired many of us through her numerous books and other work in talent development (aka teaching-training-learning). Again, the chapter angels turned a challenge—having to move what is normally an onsite celebration into the online conference environment—into a “champions of learning” success story by having each nominee for the 2021 Champion of Learning awards provide a short, from-the-heart video describing the project. The result was a celebration within the main celebration—our celebration of how engagingly our colleagues embraced the video-presentation format to describe the successful projects so that we were as inspired by the playfulness of the videos as we were by the actual content.

And then there was Elaine: Warm. Engaging. Inspirational, as always. And right on target with a presentation and interactions with conference participants that reminded us of how to “Develop Your Best Self and Tale Charge of Your Career.” When it comes to your career, she reminded us at one point, don’t be beige; be brilliant. And develop your best self. Which is pretty much where she left us by the end of that session, as we headed into an afternoon of additional learning and interaction centered on the champions of learning among us.

Following Anne Beninghof into her “Caffeinated Virtual Training: How to Keep Your Audience Awake and Learning” session, I again learned as much observing a presenter’s approach to presenting virtually as I did from the rich content offered. It was as if she were somehow reaching cross-country from Florida to where I was sitting (in San Francisco) and knew just when to switch things up—as she did, approximately an hour into the session, by telling all of us to get out of our chairs, move away from our computers for a moment, and simply move around to keep from falling into a complete state of torpor from having been sitting in that country-wide learning space for several hours. That, and her focus on making everyone in the room a co-conspirator in learning, produced another memorably playful session and led us to the final two sessions—one for closing remarks and door prizes, the other a virtual happy hour that left us right where we started several hours earlier that day. Reminded that virtual conferences, when well designed and well executed, are no hindrance to fostering a sense of community and engagement. Reminded that spending time with our colleagues in online environments is, in and of itself, a learning opportunity we cannot afford to miss—particularly in pandemic, social-distancing times. And reminded that, when we observe and promise to build upon the positive experiences we have with our colleagues in online learning environments, we and the learners we serve are the real winners.

–N.B.: This is the twenty-ninth in a series of reflections inspired by colleagues’ reactions to the coronavirus and shelter-in-place experiences. 


Library Advocacy Stories: Deborah Doyle (Part 2 of 2)

February 5, 2021

This is the second part of a two-part interview conducted with Deborah Doyle, a long-time library advocate. It was originally published on the California Library Association website as part of the work I’m doing as Library Advocacy Training Project Manager for the Association.

Any tips on how to initially contact legislators or their administrative aides? 

Deborah Doyle

Email is a fine introduction. It’s best to go in a group the first time. Go with an experienced advocate. But have a story ready. Talk about something that they might be interested in. Make it short. Don’t beg. But, from the larger group, there should always be an “ask”—whether it’s about a piece of legislation, or agreeing to sign something, or coming to the library. Remember to get their business cards and thank them afterward. Write immediately. They see a lot of people. But not a lot of people follow up. If something good happens because of your ask, write again and tell them so. Collect the phone numbers and email addresses on the cards. 

Write a small check to legislators, if you can. 

Don’t get in touch just once a year at “Legislative Day,” but keep in touch regularly. Today’s appointed supervisor could one day be the Governor. (Mine was!). Or the Speaker of the House! (Ours was!)

Any thoughts on the importance of establishing long-term relationships with legislative aides?

Your team should have a strategy. Get to know legislative aides at all levels. Often, they are the ones that do the most work with legislative matters and or other issues. The elected officials are busy in meetings, etc. Find out who is responsible for libraries. If there isn’t one, ask about education. Often you will meet with an aide, rather than the legislator. That’s fine! They really do a lot of the work and can bring your issue to the elected official. They also may run for office one day. Regarding federal elected officials. Get to know their local regional manager. That person is quite a font of knowledge. Get them on your mailing list. Invite to interesting library events. 

At a bigger level: Check in with California Public Library Advocates (CPLA), a non-profit whose members are Friends, Foundations, commissioners, trustees, and other library advocates. CPLA gives training on a variety of subjects—much of which relate to advocacy: how to write a letter to an elected official, etc. 

Civilian supporters are very important, and can carry messages that paid library staff may not be able to. 

ALA presidents have been a great source of inspiration to me. Have you had much in the way of interactions with them, and, if so, what lessons might other advocates learn from them?

I see them at conferences and certainly have met them. Their ideas are often. inspirational. We are very excited that Patty Wong is the next President, so California will be very present in conversations. In fact, I’m honored that she’s asked me to serve on ALA’s Legislative Committee. I also find ALA staff to be very helpful. The ALA-Washington staff is very experienced, delighted to share, and, frankly, would be delighted if California were even more active in advocacy. Check out the website for some terrific examples and useful information. Staff members of United for Libraries are also a wonderful resource. 

Drawing upon your extensive experience as an advocate for libraries, what would you suggest individuals can do to effectively serve as advocates for libraries throughout California?

At the local level: know your library budget. Where does the money come from? What’s the strategic plan of the library? Of the library support groups? Identify neighborhood leaders. Build a library advocacy leadership team that includes administration, trustees, and supporters. Tell community groups what the library is doing; keep the community informed. Look for businesses that might partner with or donate to the library or a support group. 

At the state level, advocates should follow what the CLA Advocacy & Legislation Committee is doing, especially at the beginning of the year, as bills are being introduced and the California budget is being considered. CLA’s long-time lobbyists, Mike Dillon and Christina Dillon-DiCaro, will ask library supporters to call or email legislative offices about important matters. 

An “elevator speech” is always handy to have. You run into a legislator. Because you’ve been keeping in touch, she remembers you and asks you what’s new with the library. You have 45 seconds to tell her something memorable with a call to action. 

Anything I didn’t ask already that we should be discussing?


There should be a question that explores why library staff doesn’t know how important advocacy is. What is the lost connection? Advocacy and fundraising. On the other hand, that’s not what they learn in school—or what they are hired to do. 

Also, and this is important: There is a difference between ongoing advocacy and project-driven advocacy. But, if you’re doing the first properly, the second is not an impossible stretch. 

The other thing I’ve alluded to before: Advocacy and fundraising go hand in hand. Before Prop 13, library funding wasn’t nearly as big a deal as it is now. Librarians aren’t even taught how to read their library budget! We have to tell funders (legislators, philanthropists, donors, voters, and more) what libraries do, how they do it, why it’s important, how much it costs, and what libraries could do with a 10 percent increase.

N.B. — Paul’s work as a consultant/project manager with the California Library Association is part of a grant-funded project to develop and coordinate a statewide political advocacy training program for library workers and supporters throughout California.


Library Advocacy Stories: Deborah Doyle (Part 1 of 2)

February 5, 2021

This is the first part of a two-part interview conducted with Deborah Doyle, a long-time library advocate. It was originally published on the California Library Association website as part of the work I’m doing as Library Advocacy Training Project Manager for the Association.

Deborah Doyle

Your own continuing growth/journey as an advocate has covered an amazing range of experiences: volunteer/docent for the main library in Francisco; involvement with the Friends of the San Francisco Public Library at multiple levels; involvement at the state and national level with Friends Groups; consulting; and, currently, serving as chair of the Sonoma County Library Commission; a member of the California Library Association (CLA) Legislative Committee; a board member for United for Libraries—The Association of Library Trustees, Advocates, Friends and Foundations (a division of the American Library Association). Is there any consistent element you can spot that has been present each time you made one of those transitions—as an example to current and prospective advocates regarding what they should cultivate/watch for?

Join community groups—not just in the library world. Best library practices are not always best practices. See how other groups do things. In the library world, say “yes” to committees and conferences, if you can. Look for mentors. Susan Hildreth [a library leader who has worked at the local, state, and national level] asked me to join several committees and encouraged me to get a library degree. Many other library leaders in California were very generous with their time and expertise all along the way. If you are passionate about a specific issue, find out who the experts are and get in touch. Who are the decision-makers? If you have a story to tell, there are lots of places to tell it. 

What first drew you into efforts to advocate on behalf of libraries?

A guy named Paul Signorelli [while serving as Director, Volunteer Services for the San Francisco Public Library system] ran an ad in a San Francisco newspaper. He introduced me to the Friends of the San Francisco Public Library as they were helping to raise money for a new Main Library and create funding for a shabby and woefully underfunded library system. 

How much advocacy experience did you have up to that point?

None! But I had marketing experience. Several other board members did, too. We changed the name of the Friends’ “Advocacy Committee” to the “Advocacy and Fundraising Committee.” They dragged me to CLA conferences and to the Legislative Day in Sacramento, and suddenly I realized the connection between local and state advocacy and legislation. A few years later, ALA [the annual American Library Association conference] was held in San Francisco, and the additional connection between local, state, and national became clear. Add “fundraising” at all levels, and there I was: an advocate. 

I also had library experience. My first job after graduation was as a writer in a government library, and, along the way, I had become a corporate research/resources manager. 

One other important thing. My dad worked for the feds. We moved. A lot. So before I got to San Francisco, I thought the important money was at the federal level—because my dad was a senior budget guy at the Pentagon. 

Let’s move in that direction starting with a story that captures that moment when you viscerally made the connection between local and state advocacy and legislation.

When we started working on the [San Francisco Public Library] branch campaign and looked at some of our representatives in Washington, I learned that Nancy Pelosi had been a library commissioner. I also learned that it wasn’t difficult to make a telephone call to her local office or even her Washington office. The first time I went to Washington on National Library Legislative Day (or when the ALA conference was held in DC), her staff didn’t necessarily know what libraries were doing in detail, but were very interested to hear what a difference they were making for Mrs. Pelosi’s constituents. Senator Feinstein’s staff was, too. So will the staff of incoming Senator Alex Padilla. 


My experience just kind of came together. The understanding was there at the various levels, but the connection—the “aha!”—took a bit longer. The Dillons, CLA’s lobbyists [Michael Dillon and Christina Dillon-DiCaro] were very helpful at the state level. I learned a great deal when SFPL and its Friends worked very hard—and successfully—to win funding from the California Library Construction and Renovation Bond of 2000. Library patrons sent postcards. Friends sent a bus of library lovers of all ages to Sacramento to lobby. Community leaders made phone calls. But I learned even more working on the unsuccessful Proposition 81: California Reading and Literacy Improvement and Public Library Construction and Renovation Bond Act of 2006 as the SF campaign coordinator. Though voters in SF supported the measure, it failed throughout the state; sadly, there hasn’t been a library measure on the California state ballot since then. From that experience, I learned the importance of funding and having a clear message.  

You’re striking an incredibly rich vein here, i.e., the idea that advocates/activists come from a wide range of backgrounds and experiences, and that there is not a one-size-fits-all model for advocates/activists. What guidance would you offer to someone who wants to become involved in advocating for libraries, but doesn’t know where or how to start?

Talk to a librarian who is an active advocate. They are usually very supportive—and delighted to put new advocates to work, whether it’s on an in-house committee or project or an external group that actually meets with elected officials or their staff. But in the meantime, individuals can find out who their representatives are at all levels: local, regional, state, federal. Research their background. Find out what moves them. Advocates discovered that a very conservative Republican in the California Assembly was passionate about braille and talking books. Why? His best friend growing up had been legally blind.  

What committees do they serve on? What kind of information can the library provide that might be helpful in their work on the committees? Are they veterans? Does the library have a program for veterans?

Write/call and let them know about library resources and library work within the community. Check to see if the library sends them a regular update on library activities. Organize a photo-shoot in a library. Always a good thing! Don’t forget to publish the pictures in a newsletter and send multiple copies, or reprints of the article, to the legislator’s office. 

Call the Friends [Friends of the Library group in your area]. Find out who goes to meet legislators from the library, from the Friends—and volunteer to tell your story. While constituent letters and calls are always appreciated, legislators can’t see everyone. Usually, someone will take the lead in organizing a meeting with several people in attendance. Make the elected official an honorary Friend.   

One other critical piece: Finding a mentor is great. Being a mentor is better. Please pass along your experience, strength and hope to those who are just discovering advocacy.

“In order to be a mentor, and an effective one, one must care. You must care. You don’t have to know how many square miles are in Idaho, you don’t need to know what is the chemical makeup of chemistry, or of blood or water. Know what you know and care about the person, care about what you know and care about the person you’re sharing with.” — Maya Angelou

N.B. — Paul’s work as a consultant/project manager with the California Library Association is part of a grant-funded project to develop and coordinate a statewide political advocacy training program for library workers and supporters throughout California.


ShapingEDU Winter Games: Driving and Intersecting with the Dreamers and Doers

February 1, 2021

There are conferences that start and end on a pre-announced schedule; you step away from work, you attend them, you enjoy them, and then you go back to work. And then there are conferences that feel as if they are already underway long before you arrive onsite or online for the first formally-scheduled event and seem to continue for days, weeks, or even months after the final formally-scheduled session concludes—which pretty much captures what I experienced nearly a month ago (January 5-7, 2021) during the Arizona State University ShapingEDU three-day Winter Games online conference for dreamers, doers, and drivers shaping the future of learning in the digital age.

You could, at the beginning of the Day 3 (January 7), already see it happening: through the discussions and plans for action that were forming and through the intersections between participants, you could see Winter Games transforming itself into part of a longer-lasting series of conversations and efforts to foster positive action extending far beyond what was happening. Attendees were engagingly interacting with presenters and panelists including elected officials, nonprofit and for-profit business representatives, educators, and a variety of other people exploring how collaboration across a variety of sectors might lead to short- and long-term positive results to everyone’s benefit.  

Feeling as if I am (a month later and after having participated in yet another virtual conference) still very much participating in Winter Games and looking back on the final day and everything I saw and learned, I’m not at all surprised by what we accomplished. Nor by what we laid the groundwork to accomplish. The discussions during keynote sessions, during smaller, more intimate breakout sessions, and during a final late-afternoon wrap-up gathering were Frans Johansson’s Intersection (explored in his book The Medici Effect: Breakthrough Insights at the Intersection of Ideas, Concepts, and Cultures) coming to life: people from a variety of backgrounds gathering to talk and listen to each other, exchange ideas, and then return to their own communities to disseminate those ideas in world-changing ways.

As Samantha Adams Becker—one of our community leaders—observed that day, a dreamer envisions a better future. A doer makes it happen. And a driver scales it so that the future is more evenly distributed. Which, to me, serves as an acknowledgement of the community’s increasing attention toward placing lifelong learning within the larger context of social change, social justice, and social challenges we are facing and attempting to address through the work we do. It’s a community of educators as activists—where learning is a tool rather than an ultimate goal or achievement.

As always, what we accomplish comes down, at least in part, to the stories we tell. Panelists during the Day Three opening keynote session, “Unlocking the Data to Drive a Smart Region Vision,” told stories about the efforts underway in the greater Phoenix area to foster results-producing collaborations across sectors. Panelists, responding to questions and comments from moderators Brian Dean (co-founder and director of operations for the Institute for Digital Progress) and Dominic Papa (vice-president, Smart State Initiatives as the Arizona Commerce Authority), included Corey Woods, Mayor of Tempe; Elizabeth Wentz, a professor and dean at Arizona State University (ASU); David Cuckow, Head of Digital at BSI; and Patricia Solis, executive director for the Knowledge Exchange for Resilience at ASU.

My own notes from that session—captured in the form of tweets prepared while the session was underway—in no way fully capture the depth and nuances of the conversation, which you can watch and hear in its entirety through the archived recording on the ShapingEDU YouTube Community Channel. But they do offer a gateway to a world of thought well worth exploring. Mayor Woods, for example, talked at one point about how the city of Tempe uses data to determine what services stay open; he also noted that city officials are known for making city-government decision based on data, including data related to diversity and inclusion. Another panelist wryly and repeatedly noted that short questions often reveal the need for long, thoughtful answers influenced by data sets as we attempt to address the challenges we face. Collecting data, the panelists suggested, is one step in better serving citizens (and, we might add by extension, learners); it’s about creating networks to look at data, to ask critical questions, and being able to better meet people’s needs by drawing upon and using the data we collect.

Leaving that session with my head still swimmingly in a wonderfully deep pool of ideas, I next moved onto more familiar ground—at least for me—in a session exploring some of the latest upgrades offered through Zoom. Listening to Zoom representatives talk about everything from incorporating PowerPoint slide decks into virtual backgrounds within Zoom to campus-wide integration of communications (telephone) systems and security systems into Zoom demonstrates, once again, that this is a company and product that is far from being content resting on its already well-deserved laurels. The entire session did what I want any great learning opportunity to do: it made me hungry for an opportunity to explore some of what I was learning was possible, and I have, since leaving that session, been exploring ways to build what I learned into the work I am continuing to do with learners.

The final session of the morning, for me, was an intriguing, intense look into the ever-evolving world of massive open online courses (MOOCs), which have remained of interest to me (and, apparently, others) ever since their brief moment in the spotlight several years ago. Led by Arizona State University Director of Digital Innovation Dale Johnson, the “Global Adaptive Instruction Network: Building a Collaborative MOOC Model” was a stunning look at how MOOCs in theory and in fact continue to evolve in ways that offer learners and learning facilitators intriguing ways to create more personalized, engaging learning opportunities than might otherwise be available.

“MOOCs have really become more like the McDonald’s of Higher Ed…” Johnson noted at the beginning of his session. “A lot of people are served but of some questionable educational value….How do we enhance the MOOC?….We are moving from a mass production world to a mass personalization world….The challenge for us is how do we move, in education, from mass production…to mass personalization?”

As we move to delivering the right lesson to the right student at the right time, he suggests, a collaborative MOOC model offers us interesting and intriguing possibilities. (Those interested in learning more can view the archived recording on the ShapingEDU Community YouTube channel.)

There is so much more to say about Winter Games. About that fascinating intersection/Intersection at the heart of the event. And about the conversations that are continuing even though nearly a month has passed—including one I had earlier today with Stephen Hurley during a “ShapingEDU and Community” segment of his VoicEd Radio “Hurley in the Morning” program. There is much we can learn about organizing effective online learning opportunities/Intersections along these lines, as we see in the ShapingEDU “ShapingED-YOU Toolkit” available free online. And there is much to be said for innovative, playful communities of learning that operate seamlessly throughout the year face-to-face as well as online.

But the Intersection we have reached at this moment is one where looking back, looking forward, and relishing the present moment bring to mind a line I’ve found in poems and many other pieces of writing I have absorbed over the years: The end is the beginning. And if that remains true for Winter Games, the best is still ahead of us.

–N.B.: 1) This is the twenty-eighth in a series of reflections inspired by colleagues’ reactions to the coronavirus and shelter-in-place experiences, and the third in a series of posts inspired by the ShapingEDU Winter Games.


ShapingEDU Winter Games: Making Sense and Making Music IRL

January 8, 2021

There is no going back; there is only going forward, a panelist suggested during the opening keynote event on Day Two (yesterday) of the Arizona State University ShapingEDU three-day Winter Games conference for dreamers, doers, and drivers shaping the future of learning in the digital age. And, like much of what we heard, saw, and experienced yesterday, those words were, before the day was over, provoking entirely different thoughts than what the speaker had intended when he voiced them during a dynamic, thoughtful, and wide-ranging discussion of “The Future of Sports and Entertainment.”

One central element of that panel discussion was a series of reflections on how the shelter-in-place social distancing guidelines implemented in response to the current coronavirus pandemic are continuing to force major adjustments regarding how teams and fans interact, and regarding how technology is providing possibilities, short- and long-term, that weren’t much under consideration before the pandemic began—virtual interactions between players and fans, apps that extend the experiences of the games themselves, and virtual gatherings of fans who are geographically dispersed.

Where the pandemic erected barriers, creativity (and tragedy and necessity) fostered innovation. When it became impossible for fans and teams to be together onsite, many—including panelists Robert Mathews; Collaboration Strategist, AVI Systems; Rick Schantz, Head Coach, Phoenix Rising FC; Mark Feller, VP of Technology, Arizona Cardinals; Salvatore Galatioto, President of Galatioto Sports Partners; and Stephen Rusche, Sr. Director, Smart Communities, COX Communications—immediately began engaging in large-scale rethinking. Followed by innovation. Followed by success stories that are already creating a new normal. And, possibly, to be followed—in the months and years ahead of us—by a long-lasting new-and-better normal. One that combines the best of what we had with the best of what we are developing during the pandemic.

Which pretty much carries us to a theme flowing through much of what the “digital immersive experiences” of the Winter Games has offered: the idea that, in digital-age lifelong learning, we are experiencing massive shifts caused by situations many of us were too comfortable to anticipate or acknowledge, and to which we now are responding—sometimes creatively and sometimes successfully—with innovations that are well worth nurturing and preserving after the need for social distancing becomes less necessary.

A highly-interactive session later that morning—ShapingEDU Storyteller in Residence Tom Haymes’ “Learn at Your Own Risk: A Hackathon for Navigating the Post-Pandemic Slope and Skiing Into the Digital Age of Learning” —took us a significant step farther down that path of designing and exploring a new and better normal. Built on the theme of nine strategies for thriving in a pandemic and beyond (drawn from his newly-released book (Learn at Your Own Risk), the hackathon engaged session participants through interactions within an online collaborative tool to help us see how we could apply those strategies, to the benefit of our learners, within our own teaching environments.

“Systems shape our behavior” and “our behavior shapes systems,” Haymes observed at one point, and those words, like the sports panelist’s remark about looking forward rather than back, seemed unintentionally prescient less than a few hours later…because that’s when many of us, during a scheduled break in the Winter Games conference, became aware of and tried to make sense of the actions of the seditionists who had forced their way through the meager and ineffectual security forces in our nation’s Capitol and had temporarily disrupted our legislature’s attempt to formally count and certify the votes cast through the Electoral College.

It’s impossible to try to capture even a small portion of all the thoughts and emotions we had during that three-hour mid-day break. I am, however, left with the memory of one stunning contrast in terms of reactions I observed. Away from the Winter Games (in the sense that I was talking with my wife and absorbing news reports), I was skimming email messages and came across a notice that, because of what was happening in Washington, DC, a local San Francisco Bay Area bookseller I very much admire was cancelling an online author event that was to be held that evening—a decision with which I have no disagreement because it was the right decision for the community served by that bookseller. In contrast, moments later, I was back online with others in the ShapingEDU community at the scheduled time for the resumption of the Winter Games conference. Because I knew that this was a community that would see, in the act of moving ahead as planned rather than postponing or cancelling our interactions, a reaffirmation of all that is at the core of our community. A commitment to working together. To finding solace and encouragement by remaining together during this latest time of national tragedy. And to thinking about all we had been hearing, seeing, and doing together—looking toward and helping shape the future rather than being frozen by looking back. Considering how systems and behavior are interwoven and equally important elements in our efforts to foster positive change among ourselves, our communities, and those we serve.

In that moment during which divisiveness was on display in all its ugliness in our national capital, we couldn’t miss the irony—nor could we have been any more appreciative—of the fact that the Winter Games session we were about to attend together was centered on the theme of inclusivity. Nor could we have been more appreciative for the realization that we were about to hear about and explore possibilities for healing ourselves through that session, facilitated by Alycia Anderson, on the power of inclusivity. But most stunning of all—in the most positive of ways—was the ease with which one of our community leaders and Winter Games organizers, Samantha Becker, stepped up to the plate to introduce that session. She immediately acknowledged what was happening in the Capitol. How the situation was touching each of us in the most personal and emotional ways possible. And how, through what we do, we continue to light and carry the equivalent of an Olympic-sized torch to light the way toward the bright future to which our community is so strongly committed. It was yet another in an enormously long list of moments in which I’ve been proud to be part of the ShapingEDU community.  Inspired by people like Anderson who join us in an effort to help us broaden our horizons and remember the importance of what we are doing. And (somewhat) hopeful, even in our darkest moments, that we might continue looking forward and improving our systems and our behavior in ways that lift to one step closer to living up to our highest and most cherished ideals.

You would think, after all of that (including the very moving presentation Anderson offered us in that tremendous moment of need), that we would be ready to call it a day. But no. As is a tradition within our nearly four-year-old community of dreamers-doers-drivers, we weren’t quite done with each other yet. So we moved into the final event of the day—a stunningly positive online concert featuring seven tremendously diverse musicians who not only reminded us of the importance of the arts in our lives, but demonstrated, through their adaptability, the innovative way our artists are responding to the challenges and changes caused by the pandemic. The performers very effectively dealt with Zoom-as-a-concert venue from the beginning segment (which featured a series of one-song-per-artist performances in our main virtual concert hall); into a second segment where were able to follow a few individual performers into breakout rooms that served as smaller, more intimate recital halls for short sets; and then back into the main hall for activities that culminated in a final set of one-song-per-artist performances by each musician. And it was through this very effective combination of live music online and the social connections fostered among audience members who communicated through Zoom’s typed-chat function that the session became so much more than it might otherwise have been. A musical event. A chance for the same sort of online interactions many of us have during evening events at onsite conferences. And a chance, using and observing the technology, to be immersed in and simultaneously step back from the environment to see what it was providing.

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“I’ve had the honor of seeing [him] play this IRL,” one colleague observed in a comment via chat near the end of the evening. “And it’s awesome in any format.”

“I love the reference to ‘in real life,’” I immediately responded as if we were chatting across a table in a coffee house where musicians were performing, and I was thinking again of how the pandemic has inspired us to redefine what we see as “in real life.”

Is it only physical, face-to-face interactions, as some continue to assume without considering how our world is rapidly evolving? Or has “in real life” matured to the point where we can see our blending of onsite and online interactions as a magnificent opportunity to interact in almost magical, mystical ways, that have never before been possible in sports, the arts, and lifelong learning?

I look at my three-day in-real-life experiences at the Winter Games—which I’ll continue to describe in my next post, covering Day 3—and at all the small and large transformations the experiences are nurturing within me and other members of the community. And I’m inspired to continue looking forward. Trying to make sense of what I see. Hungry to make music and foster positive change at every possible level. And committed to helping shape a brilliant future in collaboration with these cherished members of our community and anyone one who wants to join us on this journey.

–N.B.: 1) This is the twenty-seventh in a series of reflections inspired by colleagues’ reactions to the coronavirus and shelter-in-place experiences, and the second in a series of posts inspired by the ShapingEDU Winter Games.


ShapingEDU Winter Games: We Tune Because We Care

January 6, 2021

With my head exploding from a week’s worth of thoughtful, transformative experiences packed into a single day, at least one thing is clear to me: If we were to diligently look for communities that have rapidly evolved and managed to thrive during the current coronavirus pandemic while remaining grounded in their core work and values, we would have to place Arizona State University’s ShapingEDU at or near the summit.

The community opened its first-ever three-day “digital immersive experience” of Winter Games earlier today—an ambitiously innovative set of offerings designed for “an international community of changemakers (educator leaders, smart city experts, students, faculty and technologists) engaged in a breadth of activities designed to surface the best in emerging approaches for shaping the future of smart campuses, cities and education—during and after the pandemic.” And you would have had to have been completely immobilized, beneath an avalanche, to have been left feeling unmoved.

This is a community that, because of its ever-growing membership—more than 4,000 members, most acquired during the past seven months—and its commitment to exploring and adapting to change, was well-positioned at the beginning of the pandemic to shift a mostly-onsite conference into a completely online conference—while that conference was in progress. It’s a community that, a few months later, saw (in the shelter-in-place social distancing guidelines implemented in response to the pandemic) an opportunity to innovate, so came up with and produced a week-long campy virtual summer camp—Learning(Hu)Man—for dreamer-driver-doers committed to shaping the future of learning in the digital age. And it is the community that brought nearly 1,200 of us together today in yet another online convocation that rivals the best of anything I have ever experienced in onsite or online gatherings.

I knew, even before taking advantage of an extended lunch break, that Day 1 of the Winter Games was going to be another transformative experience for me and for the other teacher-trainer-learners who form the core of this community of dreamer-driver-doers. And when the activities resumed mid-afternoon Pacific Time (as opposed to mid-morning “tomorrow” for those colleagues and presenters on the other side of the world—including singer-songwriter Biddy Healey, participating live from Australia), I was even more energized and inspired by the combination of an hour-long social event that continued the Winter Games conversations and the subsequent, more formal, early-evening panel discussion that was conducted in a way that fostered the creation and strengthening of connections. Connections between the panelists and those watching/listening to the panel. Connections between viewers/listeners who contributed to what the panelists offered. And connections between viewers/listeners who used the online chat function to reach out to each other to initiate conversations that will continue long after the formal three-day event ends and have positive impacts of members of the communities we serve. For connections are what ShapingEDU and the Winter Games are all about.

It’s simply that kind of community and that sort of event: the preparation and the follow-up are as important as what transpires during the run of the event itself.

This was a virtual gathering that began the day at the top of the virtual ski slopes and never really stopped so we could catch our breath. The “Opening Ceremony + Olympic Keynote” (“Learning Futures: Designing the Horizon”) brought us together with a trio of engaging, forward-thinking educators from Arizona State University: Dr. Sean Leahy, Director of Technology Initiatives, MaryLou Fulton Teachers College; Dr. Punya Mishra, Associate Dean and Professor, Mary Lou Fulton Teachers College; and Jodie Donner, Lead Technology Strategist and Head of IgnitED Labs. The thoughts were so rich, the resources so numerous, that we could (and should) spend several days reviewing notes, following links to the resources cited, and broadening our view of our world by reading and absorbing the reports and texts on websites as diverse as those representing the Future Today Institute, Arizona State University’s Learning Futures Collaboratory and IgnitED Labs (the latter a project that pivoted magnificently from onsite to online environments without giving up its commitment to hands-on learning experiences in pursuit of technology, creativity, and learning), and many others that you can learn about through the archived recording of the session. (The fact that the archived recording was already posted online on the ShapingEDU Community YouTube channel before the end of the day, and that a lovely, playful 3.5-minute “View from the Chair Life: Tuesday Evening Recap” was among several other videos on that same channel before mid-evening, is yet another sign of how efficiently and effectively this community functions.)

“We are not predicting the future,” Leahy said at one point in a comment capturing a theme running through much of what I saw and heard. “We are designing in a principled manner to build resilient educational systems to address that uncertainty.”

Moving to a different part of the Winter Games slopes for the first of two mid-morning break-out sessions I attended, I was completely taken by what CoSN (the Consortium for School Networking) CEO Keith Krueger and Technology Innovation Design Entrepreneurship Sustainability Coordinator Kim Flintoff provided—both intentionally and unintentionally—provided during their 45-minute Innovating the Future of Learning: Schussing Downhill With Driving K-12 Innovation session. The intentional offering included a wonderful preview of CoSN’s 2021 Driving K-12 Innovation report, which is scheduled for formal release before the end of this month. The report, a summary of which is available online, includes a survey of hurdles (digital equity, scaling & sustaining innovation, and evolution of teaching & learning), accelerators (personalization, social & emotional learning, and learner autonomy), and tech enablers (digital collaboration environments, untether broadband & connectivity, and blended learning tools) to the expansion of the use of technology in K-12 learning environments. The unintentional offering—at least for me—was the reminder, as I absorbed these observations about a part of the learning sector I don’t normally visit, of how much overlap there is between the hurdles, accelerators, and tech enablers in that sector and other sectors with which I am much more familiar in my overall lifelong-learning environment. And, again, it reminds me of the gift ShapingEDU provides by bringing such a diverse group of lifelong learners together for an exchange of ideas that we, in turn, will help disseminate through conversations, presentations, and posts such as the one you are reading—to the benefit of those we serve.

Rejoining the Winter Games for the mid-afternoon “Fireside Chat: State of the Smart Region” social hour brought yet another set of surprises—not the least of which was how smoothly event organizers combined an informal conversation about how The Connective—a consortium of 23 city, town, and county local governments organizations collaboratively creating the nation’s largest and most connected Smart Region—with a live musical performance that was seamlessly interwoven with, rather than being a diversion from, the offerings of the Winter Games. As we made the transition from Smart Regions to what event organizers described as “part entertainment and part exploration of the event’s themes,” singer/songwriter Biddy Healey began a live online performance of solo-acoustic versions of a few of the songs from her recently-released album Salt River Bed (recorded with a nine-member band) and one new song that has not yet been recorded. Her rendition of “Patterns of Your Mind,” a song directed to someone lost to Alzheimer’s, was so hauntingly beautiful and meaningful to anyone who has experienced or is experiencing that loss that it immediately becomes something we want to be singing to our own lost loved ones; and it’s true to the spirit of commitment ShapingEDU community members have to individuals/learners in a world where technology often seems to be given precedence over people/learners. And her rendition of the new song about a stolen river—Australia’s Murray-Darling, where “more than 2 trillion litres of water…has gone missing”—became, in this context, much more than a song about a river; it perfectly captured the challenges we all face in so many of the “rivers” we traverse. And a great call to action for those of us in the ShapingEDU community.

So many wonderful moments. So much to absorb. So much to do. Yet through all of this inspiration, it is, perhaps, one of the most unplanned and, therefore, most unrehearsed moments that stays with me at the end of Day 1 of the Winter Games. That moment when Healey, between songs, stopped long enough to tune her guitar and apologize for its having gone out of tune because of the heat there in Australia. At which point one of the Winter Games participants (Deputy CIO and BI Strategist at Arizona State University John Rome) responded, via the online chat, “We tune because we care.” Which, for me, captures the spirit of how ShapingEDU community members thrive by continually tuning every figurative instrument we encounter and every situation we face: because we care.

–N.B.: 1) This is the twenty-sixth in a series of reflections inspired by colleagues’ reactions to the coronavirus and shelter-in-place experiences, and the first in a series of posts inspired by the ShapingEDU 2021Winter Games.


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