Charting the Landscape, Mapping Ne t h s : aw P

Museums a r i e s, L i b r , and K-12 Learning August 2004 
M AND LIBRARY SERVICES 

Floor 

mpaired individuals) 

y impaired or learning-disabled individuals with an audio recording of this publication


Semmel, 


gic Partnerships


ou Wetherbee


 Assistance:


of Public and Legislative Affairs


c Relations Worldwide, Washington, DC


a roller coaster experiment in the California Science 

 Big Lab. Photograph courtesy of the California Science 

Hendrickson. Getty Images. 

mi Takamura. Getty Images. 

ates of America 

ss Cataloging-in-Publication Data 

mapping new paths : museums, libraries, and K-12 learning : 30-31 August 2004, 

nd Library Services. 

cal references and index.


nal aspects--United States. 2. Museums and schools--United States. 3.Libraries and 

4. Educational change--United States. 5. Education--Aims and objectives--United States. 

--United States. 7. Cooperation. 8. Interorganizational relations. I. Institute of Museum 

S.) 

2005009438 
leadership 

ML

S

 

G	

The Institute of Museum and Library Services is

dedicated to creating and sustaining a Nation of Learners by helping libraries and museums serve their communities. Many IMLS funding programs support the goals of strengthening effective partnerships among museums, libraries, and K-12 teaching and learning. For more information about these and other IMLS programs and activities, visit www.imls.gov. IMLS funding programs with particular relevance to museums, libraries, and K-12 include: Grants to States. Through the Library Services and Technology Act (LSTA), a section of the Museum and Library Services Act of 2003, IMLS provides funds to State Library Administrative Agencies using a population-based formula. State libraries may use the appropriation to support statewide initiatives and services; they may also distribute funds through subgrant competitions or cooperative agreements to public, academic, research, school, and special libraries in their state. 

National Leadership Grants encourage leadership in the education of lifelong learners in the 21st 

,century the innovative use of new technologies, 

model projects that can be replicated throughout the field, and an extended impact of federal dollars through collaborative projects. Grants are made to museums, libraries, and other 

organizations in three categories: Advancing 

Learning Communities, Building Digital Resources, 

and Research and Demonstration. 

Partnership for a Nation of Learners Community Collaboration Grants support museum/library/public broadcasting collaborations that address community civic and educational needs. Museums for America Grants provide support to museums for their work in sustaining cultural heritage, supporting lifelong learning, and serving as centers of community engagement. 21st Century Museum Professionals Grants support a range of professional development activities for museum professionals. Librarians for the 21st Century Grants support efforts to recruit and educate the next generation of librarians and the faculty who will prepare them for careers in library science. They also support research, curriculum development, and continuing education. Native American Museum and Library Services Grants support the development and enhancement of programs and services in libraries and museums that serve Native American and Native Hawaiian communities. Museum Assessment Program (MAP) provides noncompetitive grants to museums for technical assistance in four areas (1) institutional, (2) collections management, (3) public dimension, and (4) governance. It is administered by the American Association of Museums. 
E OF C ONTENT S 

learning 

01 Preface 03 Summary of Critical Findings 05 Surveying the Landscape: Towards a Learning Society 08 Defining the Vision: Placing Learners at the Center 10 Facing Three Challenges 12 Filling the Gaps: Tools and Strategies 
nnovation: Examples of Partnership, Collaboration, 

g 

stitutions: The Museum School 

Building Partnerships 

-Based Partnerships 

ty and Technology 

t Roster 

Resources 
Robert S. Martin, Director, Institute of Museum and Library Services


useum and Library Services (IMLS) is an served had increased steadily since 1991. Museums offered schools 

al agency that serves as the primary source of a range of activities, including on-site visits; pre- and post-visit 

he nation’s libraries and museums. Our grants to services to students and teachers; resource kits and traveling exhibits; 

aries build institutional capacity, support core web-based experiences and curricula; and in-service teacher training. 

m services, encourage excellence, promote According to the 2002 survey, museums of all types and sizes 

ster collaboration between and among museums together invested more than $1 billion, and millions of instructional 

ugh our grant programs and convening authority, hours, in K-12 educational programs from 2000-2001. 

dership for the library and museum fields. In June 2002, IMLS worked with Laura Bush and the Office of the 

on is to create and sustain a Nation of Learners First Lady to convene and publish the proceedings from the first

ms and libraries serve their communities. But just ever White House Conference on School Libraries, a landmark event 

by that phrase—a Nation of Learners? In the 21st that brought together leaders from the fields of education, library 

 of our democracy and the strength of our economy services, government, and philanthropy to highlight the importance 

dividual’s ability to think critically, learn new skills, of school libraries in children’s education. At this conference, 

dly changing culture and economy. In short, attendees heard from government and foundation leaders, 

 the ability to learn throughout their lifetimes. researchers, and librarians about a variety of studies that 

ve that this responsibility for lifelong learning, for demonstrated the power of the library (including school, public, 

ning a learning society, cuts across social, cultural, and academic libraries) in students’ learning. Libraries encourage 

tutional boundaries. As a government agency, reading and literacy; they provide venues for studying homework 

the heart of our public mandate. Our 2003 (often with trained volunteers who serve as homework mentors); 

arges the agency to “encourage and support and they provide computer access to online educational resources. 

aries] in carrying out their educational role as core The distinguished speakers agreed that libraries—in classrooms, 

ng in conjunction with schools, families, and schools, and communities—are vital for children’s achievement and 

filling that charge is what we mean by creating developing informational needs. In many states and in urban and 

rs. rural settings, study after study has documented how well-supported 

school libraries improve academic achievement. 

ation have always been central to IMLS. In the 

te of Museum Services (the precursor to IMLS) IMLS is the primary federal agency for funding and distribution of 

of initiatives to strengthen museum partnerships information about library and museum services. With its mandate to 

a national conference, and published a case study provide leadership and support to the library and museum fields and 

eds, True Partners. In 1996, and again in 2002, its focus on the educational missions of museums and libraries, the 

ted two national surveys that charted the meteoric agency possesses a unique vantage point for bridging the museum 

vestments in K-12 learning. Most museums and library communities and convening them—with other 

umber of students, teachers, and schools they stakeholders—around common areas of interest. 
c ollabor ation


2 

ust 30-31, 2004, the Institute of Museum and opportunity to capitalize on the value of work already being done,” 

ted “Charting the Landscape/Mapping New Paths: said one participant. With a clear set of models and best practices, 

 and K-12 Education,” a conference examining education policymakers can focus on using funds more effectively, 

museums, libraries, and K-12 education. More creating “a structure of learning that includes more real world 

ors, researchers, policymakers, and museum inquiries and problem-solving.” But more important, the report speaks 

nals participated in the workshop—leaders to the broader desire to inject new life into the debate around the 

sity of professions who nevertheless share a future of education and learning in America. As one participant put it, 

ning and innovation. Though many of them have “We have an opportunity to create synergy and leverage resources to 

neering efforts within their respective fields, they improve learning by re-envisioning education and lifelong learning.” 

chance to come together to think and learn from Using facilitator Lou Wetherbee’s free-flowing, self-directed approach, 

 their opportunity to initiate a longer, more participants created eight discussion groups around what they dubbed 

n about the collaborative role of museums, “The Major Themes.” These were the issues they believed 

education in America—and to discuss how those 

stakeholders must address as they strive to articulate common 

be strengthened and multiplied. language, frameworks, public policies, and areas for action that would 

ALS ARE TWOFOLD: support and advance successful and sustainable museum, library, 

community of practice” in which representatives and K-12 education partnerships. In identifying problem areas and 

seums, K-12, and other organizations could challenges, articulating what the variety of stakeholders required for 

 new programs and networks that create more success, and suggesting next steps, this report should not obscure the 

ut-of-school K-12 learning experiences; share simple truth that we are all responsible for creating and sustaining a 

ence across sectors; and support new research learning society e. W believe that school/museum/library partnerships 

der to foster more effective student learning; and will become an indispensable feature of that landscape. 

the presence of libraries and museums at the 

bles” when K-12 educational priorities and 

dered at the national, state, and local levels. 

report is to capture key issues that emerged at 

 provide some common language around a vision 

ool/library partnerships can contribute to a 

rkshop participants represented the leading edge 

mic, and examples of their seminal projects and 

pany this report. The main body of the report 

tance of the conversations, discussions, and 

 from the two-day workshop. “We have an 
emes 

pants selec olloed the ft wing issues as priorities for mapping 

eum/library/K-12 partnerships: 

rs’ needs first. 

nstitutions ompete corc, missions’ and r, encies esponsibilities 

on of new tivaollaborc e learning pr amsogr . 

wledge on ktne

r curr and accomplishments in school, 

ollabory car

br . ations

en

r ts and car ers egiv in advancing childr . learnings’en

tion av

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s ecesoured rdigitiz in the classroom. 

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tionaluavch and e . 

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t elopmenv dey

c . essocpr

SUMMARY OF CRITICAL FINDINGS Participants from the “Charting the 

Landscape/Mapping New Paths” conference identified the following practical actionable steps that practitioners, policymakers, museum and library professionals, and educators should take to support the development of a learning society, with museum, library, and school partnerships as a central element of that society. 

Use the bully pulpit to spread the idea of learning communities and the role of museums and libraries •	 Publish a “call to action” that lays out 

the idea of the learning society. 

•	 Reach out to the national formal 

education community. 

•	 Involve boards of directors in engaging 

other community leaders. 

Build a community of practice •	 Create a clearinghouse for literature, 

best practices, and research. 

•	 Develop opportunities and tools for 

convening stakeholders and building the network. 

•	 Fund innovative partnerships and 

disseminate case studies of what worked and what did not. 
SUMMARY OF 

CRITICAL FINDINGS 

hips with 

ers and other 

rs 

ips at the federal, 

with federal and 

akers. 

sociations, parent 

munities towards 

olicy agenda. 

search and 

museum and 

 programs on 

mal learning 

d research in 

tive technologies 

arning. 

rove access 

 digitized 

ss time and 

ongitudinal and 

Encourage training and professional development •	 Create a “curriculum for convergence” 

for practitioners in museums, libraries, and schools that focuses on the skills and approaches required for successful collaboration. 

•	 Emphasize the new landscape of learning 

communities in leadership development. 

•	 Train practitioners to leverage the 

educational benefits of new technologies. 

Speak out, share practices, build relationships in the educational community, support increased research and evaluation, and encourage training and development. 

A Center for Informal Learning and Schools practitioner 

investigates science exhibits at the Exploratorium. (Exploratorium) 

4 
EYING THE ANDSCL APE: 

RDS A LEARNING SOCIETY 

harting the Landscape/Mapping 

hs” workshop comprised leaders 

seums, libraries, formal education,

 and evaluation, related 

ent agencies, foundations, and 

ganizations, who came together 

ss the role of K-12 education as 

tion for lifelong learning and full 

tion in family, community, work, 

ety. These thought leaders were 

 stewards, and managers of 

edge partnerships between schools,

 and museums. They represented 

nterprises related to learning, 

h a small piece of the big picture 

how school/ museum/library 

hips could support and enrich 

g society. They were eager to 

dtlcanacce“aIMRofpthikthtotn“tLp

iscover how the pieces fit together and of learners. In a learning society, museums 

o see what the final picture would look and libraries are fundamental components 

ike. Would they find that they were of the educational infrastructure. As such, 

ontinuing historical practices and as our authorizing legislation states, they pproaches or embarking on a significantly have a mandate and responsibility to 

ew way of operating? Could they form, provide resources and services that 

mong themselves, a new learning stimulate and support learning throughout 

ommunity, a different kind of national the lifetime, including the K-12 years.” oalition with possibilities for growth and 

The needs of a learning society and the xpansion? As one attendee later remarked, challenges of sustaining a Nation of I’m not sure if I’m a lone star or part of Learners compel museums and libraries constellation.” to re-imagine their roles in society. 

MLS Director for Strategic Partnerships “Changes in the environment in which our 

arsha Semmel introduced IMLS Director institutions operate—in the technological 

obert S. Martin, whose opening address infrastructure through which we deliver 

utlined the social, political, and economic services, in the galleries and programmatic 

orces shaping museum, school, and library spaces we create, in the economic 

artnerships. “We often hear it said today substrate that finances operations, 

hat we are living in an information age,” and in the social landscape that defines 

e began. “But in a world that is drowning the communities we serve—dictate 

n information, we are hungry for corresponding changes in the way libraries 

nowledge.” Economic globalization and and museums structure and deliver 

he emergence of an information economy services. Our emerging understanding of 

ave made it more important than ever the nature of learning and the way learning 

hat Americans have the skills and the interacts with other aspects of our 

pportunities to learn and develop environment is likely to result in an even 

hroughout their lifetimes. It is therefore more rapid change in the coming decade.” 

ot enough to be an information society. 

We must become a learning society, and Just as librarians and museum 

hat is why at the Institute of Museum and professionals have been seeking new ways 

ibrary Services we are dedicated to the to cope with these changes, K-12 teachers urpose of creating and sustaining a nation and administrators have been working to 

balization and the 

rmation economy 

por er vtant than e

e the skills and the 

learn and de elop v

out their lifetimes. 
CORE SUBJECTS 

English, reading 

or language arts 

Mathematics 

Science 

Civics 

G

overnment 

Economics 

Arts 

History 

G

eography 

NEW C

ORE SKILLS 

Information 

and 

Communication 

Skills 

Thinking and 

Problem Solving 

Skills 

Interpersonal 

and 

Self-directional 

Skills 

disc

o

v er y 


6 

found changes in the schools.” In addition to core 

ures we have in subjects of English, reading, math, 

public education science, foreign languages, civics, 

century in government, economics, art, history, 

onmental and geography, the Partnership has 

ds,” Martin said. identified new core skills: information 

 conspicuous and communication skills, thinking and 

sumptions of problem solving skills, interpersonal and 

se of home self-directional skills. According to the 

ade is but one report, twenty-first century tools include 

to a heightened information and communication 

 and new roles for technologies, and twenty-first century 

context refers to the power of learning 

and community— 

e academic content through real world 

 learning. “W

ow to examine examples, applications and experiences, 

both inside and outside of schools. These 

ecosystem, 

-12 can be are areas where museums and libraries 

have important expertise to offer “In the .twenty-first century environment of rapid 

nts to think change, the schools alone are not enough 

challenges schools to foster the ability to learn throughout 

Road to 21st the lifetime,” he said. “We need to 

ed by the embrace a bold new vision of learning. 

ury Skills, eW need to think beyond our institutional 

ion of leading boxes. Libraries, museums, and schools 

d government are all important elements in this web 

g sense of of learning.” 

of America that 

n that the nation Martin urged workshop participants to 

gaged populace think more broadly about the impact of 

ty and economic evolving technologies on our understanding 

ad consensus of learning and community. The Internet 

cant improvement has transformed the way people acquire 

y envirentur-first cyentwIn the t onment 

of rapid change, the schools alone are not enough to foster the ability to learn 

throughout the lifetime. 
on, products, and services. 

s of the public aren’t concerned 

ow museums and libraries define 

ves as institutions, he said. They 

t access to the content inside. 

s now a new premium on customer 

on and self-sufficiency that will 

m the structure and delivery of 

nd museum services.” 

y more important, however, is the 

which technology is blurring the 

onal and professional boundaries 

e separated museums, schools, 

aries. Learning, work, and leisure 

 fusing into a seamless world. 

st build a fabric of social agencies 

itates continuous lifelong 

among learners of all ages and 

ances. This fabric should weave 

 all institutions with stewardship 

roduction and dissemination of 

ge—including schools, libraries, 

seums—into a ‘seamless learning 

cture.’” This infrastructure can 

l, thanks to new technologically 

ays of capturing and accessing 

nal content and enabling 

ve learning processes. But it is 

sical and actual, as the assets 

es and museums as venues for 

during and after school—including 

ture, space allocation, and hours of n—are re-imagined and re-thought 

new ways. 

As Martin spoke, the mood in the room began to shift. Workshop organizers had anticipated that participants would want to discuss the resources and assets that museums and libraries bring to the table in K-12 partnerships, but participants were galvanized by the larger issue of learning what Martin was outlining. The responsibility for learning is not and should not be the exclusive preserve of formal educational institutions. It is a community-wide responsibility. Lifelong learning should be a continuum, with formal and non-formal learning opportunities complementing one another. Learning does not start at the school room door, and neither should it stop there. “This conference provides an opportunity for us to consider ways in which we can further a seamless infrastructure for K-12 teaching and learning. The time to do this is now.” 

SURVEYING THE LANDSCAPE: TOWARDS A LEARNING SOCIETY 

In the 21st century, a competitive successful society requires people who never stop learning. Therefore, K-12 education must move beyond the traditional curriculum to embrace technology, communication, problem solving and interpersonal skills and much more. By building the foundation in K-12, we can set the groundwork for lifetime acquisition of knowledge. 
ION: PL

ACING 

 CENTER 

8 

s 

um/school/library 

 society begins 

ssible. What do 

mmunity? Who 

bers? How 

 learning 

cussion built 

participants 

ws, contending 

y is one that 

pens anywhere 

personal and 

 draws on all 

s. At a minimum, 

s, values, 

earners, and 

g institutions— 

, museums, 

 and cultural 

organizations, 

ps—contribute 

us 

d the role of 

rtnerships in 

visioned a 

ual learners 

braries, and 

e learning society. 

Throughout the conference, there was example after example of innovation and possibility: the Transitions Academy, a pilot program run by Port Discovery, the Baltimore Children’s Museum, for underachieving ninth graders in the Baltimore school system; the Austin Independent School District’s efforts to disseminate museum curricula guides to school libraries; the Chicago Public Schools/University of Chicago Internet Project, a partnership between the university and educators in twenty-six public schools to improve everyday teaching and learning via information technologies. Museums and libraries have strong, complementary, and rich resources for learning—collections, opportunities for authentic experiences, scholarship, expertise, safe and trusted settings, multiple learning pathways, and a variety of subject-based and skills-based learning 

Schools 

Museums Libraries 

Learner 

Figure 1: A New Model for Learning. 

opportunities. And while the success stories are out there, there are significant challenges, too. Libraries, museums, and schools have different organizational cultures, understandings of core competencies, and business models, and achieving the needed scale will require institutions and policymakers to not only build on existing successes, but rethink some basic assumptions about mission, audience, resource allocation, and community. “The museums I represent 

Y STUDASE C

In the Birmingham Learning Initiativ an emer,e ging c y ommunitdevelopment partnership in Alabama, the Birmingham C al ultur

,eAllianc an association of the cit s cultur’y al institutions, has 

tnerpar ed with the public schools to cr gener-osseate a cr ational 

wn Lwntoo“D earning Z tor of cec dir,eismuktis D O”.one y ommunit

education for the Birmingham Cit ublic Sy P chools, hailed the 

earning ZL one as one of the “ -school prteremier afrp ” in amsogr

the Birmingham Cit ublic Sy P . “chools The whole city is a learning center for the students, and that's a wonderful experienc . ” he said,e

er in incrweat poe is grTher eased collabor een and wation bet

among museums , and Karies, libr -12 educational institutions; and as the w e parenconferork of c ticipants illustrated, this is a space rich with inno ation. v
ggling with redefining their deepened the roles museums and libraries 

nal model in these changing play in relation to public education. 

said Bonnie VanDorn, executive “I believe strongly in the notion of 

of the Association of Science- collaboration, and in the importance of 

ogy Centers, an international not- buttressing the besieged public education 

t organization representing more system,” argued Sonnet Takahisa, 

0 science centers and museums a consultant for Arts and Cultural 

countries. “New insights about Partnerships at New Visions for Public 

ddress our educational mission Schools, an education reform organization 

ded to serve the learning needs dedicated to improving the quality of 

ommunities.” education children receive in New York 

City's public schools. Before joining New 

V

ring 

alue to the Public isions, TV akahisa founded the New York 

a where there are multiple City Museum School. “I saw the power of 

te and justifiable demands on museums for schools and schools for 

s, policymakers and the public museums.” Likewise, as Director of 

ng the bar on non-profits and Education for the Birmingham Civil Rights 

nstitutions, requiring that they Institute, Ahmad Ward has seen the value 

o high levels of fiscal and ethical that public programming, teacher 

ability, operate effectively and workshops and training sessions have 

ly, and fulfill missions that are brought to both his institution and the 

 to people’s lives. In this context, public it serves. In addition to the 

ation may enable schools, Institute’s role in the Learning Zone, it has 

s, and libraries to strengthen their ongoing relationships with teachers and 

tanding, improve their services and students through its regular education and 

s, and better meet the needs of outreach programs. “Collaborating with 

nd more diverse cross-sections of schools and libraries has opened our doors 

 especially underserved learners to a brand new audience and helped to 

 and rural areas. Consider the broaden our horizons as well,” he said. 

ord Academy and the Kentucky 

ent for Libraries and Archives’ 

and Public Library Partnership 

s, two examples of partnerships 

e significantly broadened and 

DEFINING THE VISION: CING APL

LEARNERS AT THE CENTER 

Museums, libraries and schools play concentric roles in modern education, with the learner at the point of intersection between the three institutions. In a time of limited financial resources, however, institutions’ public value will be judged not only by programmatic effectiveness, but by the ability to meet stringent standards of fiscal and ethical accountability. 
10 

ALLENGES 

n and Learning apprenticeship and mentoring programs, 

libraries and museums have demonstrated 

useum, library, expertise in these increasingly relevant 

ting a vision teaching and learning strategies, which can 

asses learning serve teachers and students alike. These 

ough public techniques also have currency before and 

nds to focus on beyond the school years, supporting 

erative that this people’s lifelong learning and information 

 only the core gathering needs as citizens, family 

so that it members, and workers. 

of education 

,” said Wendy Re-positioning P ofr essional Roles 

s director of It is one thing to talk in the abstract about 

the opportunity the convergence of learning institutions; 

on and inject it is quite another to realize that vision. 

s of learners.” As museums and libraries realign their 

earchers, purviews and re-imagine their work to 

 business support the needs of the learning society, 

kers are the roles of people within those institutions 

ce of learning will inevitably change, as will the 

ctors, like organizations’ cultures and workflows. 

s well as the And for many people change is difficult, 

and teaching particularly when it comes to professional 

patory, interactive, . Tidentity oward the close of the workshop, 

ss Higher despite the emphasis on collaboration and 

ntified such skills convergence, participants had yet to tackle 

hip, teamwork, the impact of these changes on 

agement, professional roles, identity, and training. 

ability, time “I am a librarian. You are a museum 

munications, and professional. You are a high school 

necessary for administrator,” Robert Martin commented, 

ough exhibits, noting the inherent difficulty of forging 

ations, self- new professional roles. “Your identity is 

nities, and as an elementary school librarian or as 

a university professor. These are potential impediments, I think, for us to find ways to realize this rather impressive agenda of things we need to do to move forward to make this new vision of learning work.” Institutions need connectors and networks to help drive the conceptual and operational changes needed for successful convergence. A participant observed, “It’s really a pipeline issue, [a question of] how we can prepare the kinds of community educators we need.” 

sA museums and libraries realign their 

ews and rviepur -imagine their work 

to support the needs of the learning 

 the r,ysociet oles of people within those 

institutions will inevitably change. 

vision 
sing Research 

aluation Activities 

h conducted over the past decade 

he museum and library fields has 

ened our understanding of the 

useums and libraries play in 

ng learning. School libraries, 

have found, are a critical factor in 

academic achievement. Likewise, 

s play an instrumental role in 

ng the multi-dimensional, iterative, 

eriential dimensions of learning. 

search, however, addresses 

 and library learning over time or 

nvironments, including the 

 learning interactions created by 

hips among museums, libraries, 

ools. Anecdotal evidence from 

s, teachers, and museum/library 

onals suggests that collaborations 

tive, but the lack of formal 

students, ages five 

participate fully in 

workforce? How do 

e lifelong learners? 

evidence needs to be addressed. Priority research and evaluation questions focus on the ways in which learning environments (“formal” and “informal”) support effective learning. This scope of inquiry requires continued research into the complexities of learning itself, as well as an understanding of learning in different settings and within and among different social groups. What best prepares students, ages five to eighteen, to participate fully in society and in the workforce? How do they become effective lifelong learners? How can museums and libraries best support and complement schooling to achieve these goals? If we can agree on the essential capacities K-12 education should build, what evidence can credibly demonstrate age- and stage-appropriate progress? How can we engage and organize our full educational infrastructure—including and beyond museums, libraries, and schools— to produce those outcomes? Once we understand more about what works, how can we communicate successes so that education policy provides the resources to extend and expand our successes? Finally, how can research results move effectively into practice? 

FACING THREE CHALLENGES


Three key challenges are: successfully redefining education as a lifetime endeavor; understanding the changing nature of professional roles; and moving beyond anecdotal evidence to show what works. 
: 

TEGIES 

12 

no

wledge and for success and potential for replicability. 

nity of P e ticacr In addition, on a national and local level, 

ared many organizations must find or create 

aborative opportunities to come together physically 

ects and and virtually to identify community learning 

reflect the needs and to explore how their respective 

oundaries, new resources can effectively address those 

l development, needs at a broad systemic level or in 

e and national specific locales. Without a “third place” 

d applications that helps to foster and sustain a network 

he examples through which to share ideas and spur 

scribe some of innovation, noted Adrian K. Haugabrook, 

 leverage our Executive Director of Citizen Schools characterized by committed institutions 

l miss out on an University in Boston, Massachusetts, with results-focused leaders and clear 

he value of work “I suspect there would continue to be definitions of roles, both within and 

e funds more duplication of innovation, few opportunities among partner organizations. Leaders of 

nventing the to demonstrate and evaluate potential successful collaborations also take the time 

n, coordinator exemplary models, and fewer opportunities to get to know their partner organizations’ 

s for the Maine to capitalize on the assets of learning strengths, weaknesses, limitations, and 

and the Maine communities.” Professional networking core competencies. “You must get to know 

he opportunity opportunities would support the cross- the strengths and operating standards and 

arning to create fertilization necessary for widespread day-to-day procedures of each 

and problem- collaboration. “We need to establish organization,” said Benjamin Lorch, 

ntally an issue networks across professional organizations Managing Director of The Chicago Public 

otential leaders and associations at both the national and Schools/University of Chicago Internet 

e identified and grassroots levels,” urged one participant. Project. “From there, you can develop your 

laborations and goals—understanding, for example, that 

ocumented and tnership raticing PacrP each organization has different deadlines 

t practice case Workshop participants believed that and fiscal timelines and priorities 

ees emphasized identifying and mastering the salient throughout the year, that certain times 

uld describe and characteristics of successful collaborations are going to be better than others for doing 

cessful and failed, would play an essential role in enabling work. This all rolls up into learning each 

matic, financial, museums, libraries and schools to make a other's culture.” Strong collaborations 

efits. Case positive and sustained difference in K-12 also share risks and rewards while striving 

ne key indicators education. Strong collaborations are towards common goals. 
novation


ng a Clima tion av of Innoet too, are an important tool for spurring olving AvIn takll S eholders 

on takes many forms— innovation and collaboration. In the “Public education, now seen as the chief 

tional, operational, strategic, coming years, the convergence of wireless responsibility of schools, will continue 

ogical—each of which is equally technologies, Internet, telephony, television to falter and will lose students and 

nt to the vision of a learning and film, and text will create new community support unless we take a more 

In many cases, different types of possibilities for collaborating across active role in redefining education,” said 

on overlap with and support one institutional boundaries and for creating Mary Ellen Munley, experienced museum 

 Hybrid institutions like museum new generations of inter-linked, accessible, educator and principal of a Chicago-based 

 for example, embrace new and robust digital resources for teaching firm dedicated to enhancing the role 

nal and organizational models, and learning. As more classrooms are wired of museums in the lives of people and 

rary-based teacher resource for the Internet, teachers (often with the communities. “Relevance and success of 

put a new spin on the strategic role assistance of the school library media public education requires the convergence 

brarians play. Digital technologies, specialist) are becoming more proficient of community resources.” Schools, 

in integrating web-based materials in their museums, and libraries need to partner 

instruction. Internet-based teaching with other community institutions (social materials and digital collections are already service agencies, daycare providers, parks 

a reality. A National Science Digital Library and recreation boards, community-based is in the making, and workshop organizations) to better leverage the full participants offered suggestions for a range of community learning networks. National Cultural Heritage Digital Library. How can institutions work collectively They noted that as institutions develop to pay special attention to underserved shared standards and protocols for children? How can they use their digitized materials, it will be easier to collaborative resources to close the K-12 share resources and work together. The achievement gap that exists in many challenge, said R. David Lankes, Executive communities? How can they collaboratively Director of the Information Institute of address the needs of rural as well as urban Syracuse, is to create digital objects in the populations? Participants saw a priority in 

fields of cultural heritage, history and the , bringing parents and caregivers on board, 

arts that are important to the public. “We too, by making them more aware of the need to be building and integrating this ways that these community resources can constant cultural heritage into a digital work together more effectively for the wellform that is accessible to the library, being of the young people. Given the 

museum, and K-12 learning community. enormous pressures facing families today, It needs to be very concrete.” school/ museum/library collaborations need 
for parent/ 

ey need to 

ies effectively. 

rve as important 

 experiences that 

ekends, and 

shop participants 

ibraries can 

urrent adult 

ch areas as 

guage instruction, 

r advancement— 

 members’ 

 

acle facing 

the fact that 

ic generally do 

ways in which 

e learning and 

ole and 

 A top priority, 

 public 

ng to include 

s. Expanding our 

 in the “informal” 

ial. “We need to 

ch that shows 

ms contribute to 

s not easily 

how that fits with 

ndards,” said 

the Princeton 

(New Jersey) Public Library. Two steps must be taken initially to successfully influence public policy: •	 Highlight strategies that successfully 

align programs with widely recognized measures such as state/national standards, end-of-course exams, college enrollment, and workforce development needs. Learning programs must also demonstrate how they help people to master the full range of skills and content needed to be productive citizens in today’s world. 

•	 Support additional research into 

the nature of informal learning and its relationship to, and influence on, learning in the classroom. A combination of qualitative and quantitative data from a more robust research effort can shed valuable light on the ways in which libraries and museums make a difference. 

In order to influence the ongoing public policy debate about education reform, advocates of school/museum/library collaboration need to find champions in the public sphere capable of bringing museums and libraries to the education policy-making table. 

FILLING THE GAPS: TOOLS AND STRATEGIES 

Five steps to making the vision a reality: foster and sustain a network to share best practices; learn what makes partnerships work; encourage innovation; get everyone involved, including parents and caregivers; and educate and work with policymakers. 

14 
A

CING INNO TION:
AV

PLES OF P TION, AABOROLLC, NERSHIPTRA AND LEARNING


osing session of the workshop, 

ants were asked to consider one 

of questions: What is at stake? 

ppens if the goal of strengthening 

, library, and school collaboration 

realized? What opportunities would 

ng came through loud and 

hange is already underway and 

hips are evolving at the local level. 

akers, educators, and museum 

ary professionals must develop 

cy infrastructure and funding 

sms needed to bring these efforts 

 “The blurring of the lines has 

o occur in many communities,” 

one participant observed. “If we do not These conceptual categories do not reflect work on the national and state levels to the full breadth and depth of current promote organized change, we are in practice, but they provide some structure danger of creating, once again, have and for considering different collaborative have not communities, progressive and possibilities. Within these four categories, underdeveloped systems that do not the specific examples illustrate a few of address the learning needs of global the many ways in which museums and societies.” libraries are using their considerable 

resources and assets—collections, On the other hand, as one participant programs, staff expertise, experience with noted, there is “an opportunity to cross- new technologies, relationships with family pollinate education and inject new life groups—to develop and sustain different into communities of learners if we can kinds of collaborations and to effectively refine, highlight, document, and share address students’ learning needs. examples.” Many of the new models, best 

practices, and emerging partnerships still Hybrid Institutions: exist in relative isolation, with too little 

The Museum School dissemination, analysis, and cross- Around the country, some school systems fertilization. Conference participants made are joining forces with museums to great strides in sketching out pioneering experiment with a new structural relationships between these institutions model: charter schools located within and K-12 schools, teachers, and museum “campuses” that build on the administrators—and in imagining new competencies and resources of museums possibilities. in order to achieve quality educational 

Although collaborations among museums, results. These partnerships blur schools, and libraries are broad and institutional barriers and leverage the diverse, the various projects represented physical space, collections, exhibitions, by workshop participants generally and content knowledge of museums reflected four broad brush approaches: to broaden and deepen students’ 

educational experiences. H• ybrid institutions 

• Capacity-building partnerships 

1 Henry Ford Academy (Dearborn, MI) • Discipline-based partnerships, and Launched in 1997, the Henry Ford • Community and technology partnerships Academy is a public charter school 

created by the Ford Motor Company, 

n the national and 

organiz , ed change

, onc

ating e again, 

 not c , ommunities

vde eloped systems 

ddress the learning 

of global societies. 
higan) Public 

 Ford Museum 

where the 

. The academy’s 

 create and share 

on reform; 

of community 

n; and develop 

o prepare 

There is a lot of 

Steven K. Hamp, 

t. “This was really 

our commitment 

on as a 

um, which was 

sultation with the 

Ford Motor 

ts develop the 

ecessary for 

al, high-tech 

n to core 

academy focuses 

ication, thinking 

nal management. 

s just like the 

y are an integral 

aily life. 

ved numerous 

ds, including the 

ence in Practice 

chigan 

chools Summit 

ks between the 

world. A high 

school mentoring program that piloted some of the strategies used at the academy received IMLS’s National Award for Museum Service in 1998. More importantly, students, many of whom come from underserved schools in Wayne County and the City of Detroit, are scoring well above the county average on state standardized tests. Eighty-five percent make it to their senior year, and ninety percent of graduates go on to college. “When we started out, people told us we were crazy for working with this population,” Hamp says. “But I think museums have failed adolescents. Inserting a bunch of urban kids on our campus has made us more visitorfocused, more kid-focused.” 

2 California Science Center School 

(Los Angeles, CA) A partnership between the California Science Center and the Los Angeles Unified School District, the California Science Center School opened its doors on September 9, 2004, welcoming 690 students in kindergarten through fifth grade. The neighborhood-based school offers an enriched curriculum emphasizing math, science, and technology. With its integration of science content, museum-style learning, and traditional school curriculum, the Science Center School will serve as a model for improving science learning in interactive and imaginative ways. 

EMBRACING INNOVATION: EXAMPLES OF PARTNERSHIP, COLLABORATION, AND LEARNING 

HYBRID INSTITUTIONS: THE MUSEUM SCHOOL ■ Integrating students into the life of a 

museum via a charter school has produced students who excel. Ninety per cent of Henry Ford Academy graduates go on to college. 

■ Opening for the 2004 academic year, the 

California Science Center School now has 690 students from K-5. The school blends science content and museum style learning with a traditional curriculum. 

16 
school is just one part of Amgen apacityC -building P tnerships ra 1 University of Washington Library and 

or Science Learning, a 56,000 Public and school libraries have long been Information Services in Small High 

oot facility designed to promote integral parts of the education landscape Schools (Seattle, W ) A

teaching and learning throughout in America, but their roles are changing. In recent years, school districts across 

e community. “One of the goals of New technologies are transforming the the country, including New Y , ork City

Boston, Chicago, and Seattle, have 

en Center for Science Learning is roles of public librarians and school library 

began experimenting with restructuring 

 a unique synergy, promoting media specialists, and new educational 

large high schools into multiplexes of 

and science learning by forming structures—charter schools, small schools, 

hips with universities, school home schooling—are likewise changing the smaller schools under the same roof. 

 government agencies, community traditional school library. In this context, According to early research, small 

nd informal science institutions,” academic institutions, foundations, and schools have lower dropout rates, greater 

 Jeff Rudolph, California Science public funding agencies have formed an academic achievement, and higher 

resident and CEO. Educators are array of capacity-building partnerships levels of satisfaction among students, 

ttend professional development aimed at helping libraries and librarians teachers, and parents. But how do 

ps, and they can conduct student meet the demands of this changing field. small schools’ needs for library and 

nce education seminars at the In two cases below, academic institutions information services differ from their 

facilities. Teachers can also 

have played a research-and-development larger counterparts? And how should 

the latest in science instruction role for innovative experiments in existing resources for library and 

s at the facility’s professional education, learning, and library services. information services be realigned 

ment library. In the third example, a state library to meet the needs of small schools? 

administrative agency is using small These are the kinds of questions that grants to help foster community-based will be addressed over the course of collaborations among schools and libraries. a three-year collaborative between the 

visit the bus on which Rosa Parks refused to give up 

 inciting the Montgomery Bus Boycott of 1955-56. 

(Henry Ford Academy) 

Students race sailboats in Waterworks at the Big Lab. 

(California Science Center School) 

Teacher Tom Shreve lectures at a 2004 summer workshop for 

collaborating teachers and school library media specialists. 

(Institute for Library and Information Literacy Education) 
on’s Information 

hools in the 

District, funded 

of Museum and 

l schools have 

ts,” says 

n and professor 

ool at the 

on, “but we still 

how we deal with 

e libraries and 

” It’s not just 

g the relationship 

hools, Eisenberg 

king the 

braries to society 

n role of the 

t seven or eight 

. “It’s twenty-four 

o the home. It’s 

having school 

heir role alongside 

ns in society.” 

d Information 

nt, OH) 

Carolyn S. 

ld of library and 

the turn of the 

 professors from 

School of Library 

es saw the perfect 

of school librarians 

s that had entered 

and 1970s were 

retiring just as digital technologies and the Internet were transforming the ways in which students relate to media. The upshot of this convergence was a nationwide dearth of qualified school library media specialists and young adult librarians—at the very moment in which the roles those professionals played were changing quickly. First Lady Laura Bush, herself a former school librarian, recognized this problem as well and helped create the “Recruiting and Educating Librarians for the 21st Century Program” at IMLS. Brodie viewed the program’s genesis as “an opportune time to expand the Kent State School of Library and Information Science’s efforts to increase the number of school library media specialists in Ohio.” Through a pair of IMLS grants, the school has been able to offer full scholarships to thirty-four students to become either a school library media specialist or young adult librarian. At the same time, the school received funding from both IMLS and the U.S. Department of Education to launch the Institute for Library and Information Literacy Education (ILILE), in conjunction with the College and Graduate School of Education and University Libraries. ILILE is a collaboration of K-12 teachers and library and media specialists who are concerned with advancing library and information literacy in the school curriculum. 

EMBR

ACING INNO

VATION: EXAMPLES OF 

PA

RTNERSHIP, COLLABOR

ATION, AND LEARNING 

C

APACITY-BUILDING PARTNERSHIPS 

■

To finely calibrate the information needs of smaller high schools and their students, the University of Washington’s Information School has embarked on a three-year collaboration with 5 public high schools in Seattle. 

■ Retirement by “baby boom” generation librarians 

signals the possibility of an acute shortage of professional staff. Kent State University in Ohio is meeting this challenge with its Institute for Library and Information Literacy Education, a collaboration of K-12 teachers and library and media specialists. Since 2003, more than 800 professionals have received training. 

■ All learning is “local”—it happens one child at a 

time. So the Kentucky Department of Libraries and Archives built partnerships between public libraries and K-12 schools. “World of Readers” supports summer reading partnerships and “Prime Time Family Reading Time©” supports families reading together. Key to making it work: a consultant who helps local libraries (many in remote, rural areas) develop and monitor quality programs. 

18 
ioneers


n County Summer Reading Program (Kentucky 

partment for Libraries and Archives School 

nd Public Library Partnership Programs) 

CILS researchers and practitioners investigate science 

exhibits at the Exploratorium. (Exploratorium) 

Exploring science through Primero La Ciencia 

at the Chicago Botanic Garden 

(Chicago Botanic Gardens) 

003, more than eight hundred Using federal Library Services Technology a family reading program, and the 

chers and school library media Act (LSTA) funds administered by the School/Library Partnership, a program 

ts have attended training or IMLS Office of State Programs, the that supports school and library 

ng education programs through Kentucky Department of Libraries and cooperation. “We really encourage those 

he institute has partnered with Archives has developed several programs partnerships at the local level. They are 

 of Ohio organizations including the aimed at building partnerships between in the best position to assess what their 

ucational Library Media Association, public libraries and K-12 schools. The needs really are.” 

 (a statewide school library s Wagency’ orld of Readers program 

, and the State Library of Ohio. supports summer reading partnerships Discipline tnerships ra-based P

he many ILILE projects, the between libraries and schools throughout Discipline-based partnerships enable 

 is developing a replicable model the state. In addition to its financial museums and libraries to use their 

culum development and delivery support, the agency has a consultant expertise to help strengthen K-12 teaching 

which PK-12 teachers, school on hand to help local libraries, many in specific content areas. Although 

edia specialists, administrators, of which are in remote rural areas, the examples below focus on science, 

ents promote academic success develop and monitor quality programs. museums and libraries representing other 

nformation literacy skills. Byerly “One of the things that has made this disciplines, such as history and art, are 

We want to show that as students so successful has been our ability to involved in similar collaborations. In many 

use library resources more disperse this to the local level,” says disciplines, museums and libraries have 

y, they develop competence in new James Nelson, state librarian and developed programs that help students 

 electronic communication and commissioner. The agency has an meet state and national reading and 

on access technologies.” online program planning and resource writing standards. In the arts, for example, 

guide, but the program is deliberately research has shown that studying the arts 

cky Department for Libraries and decentralized. Similar mechanisms are helps to improvement achievement in other 

ves School and Public Library used for the agency’s other programs: subjects, including reading, writing, and 

ership Programs (Frankfort, KY) Prime Time Family Reading T me©, i mathematics. In places like science 
The Big Lab at the California Science Center School

is a giant space where students can conduct a variety 20 of experiments in physics, ecology and flotation. 

ents can gain K-12 science education more compelling 

esses and and accessible to a diverse student 

and libraries population, and to learning how to make 

who research, use of the successful features of informal 

acts, documents, learning in formal schooling and science 

rial and written learning. In particular, the center is 

ialists who are focused on bridging the worlds of 

ecific, content- research and practice and is hoping to 

ties. These develop usable knowledge for the field.” 

ips can be a Founded in 2002, and initially funded 

partnering with by the National Science Foundation, 

raries are able 

NEC Foundation, and the Noyce 

 to education, Foundation, the Center has emerged as 

to professional one of the leading institutions focused 

um, and on strengthening the infrastructure for 

improving science education in the K-12 

rning years. Over 100 museum educators have 

cisco, CA) participated in CILS professional 

xploratorium development programs, and the center 

ollege London, has enrolled 24 graduate students and 

alifornia Santa appointed eight postdoctoral fellows. 

ormal Learning According to Exploratorium Director 

ports research Goery Delacote, the center’s success is 

 at improving rooted in the extensive collaborations 

 through the among academic, school, and science 

 institutions institutions. “It is through the creation 

science centers, of these authentic alliances between 

s and zoos. the K-12 system and the informal 

new leaders, science world that science education 

w tools that can be significantly, and more 

between informal importantly, sustainably improved.” 

tions and In the coming years, Semper hopes to 

ob Semper, develop the center’s research base and 

tor and disseminate its results more broadly to 

e associate both the K-12 and the informal science 

d on making education communities. 

EMBRACING INNOVATION: EXAMPLES OF

PARTNERSHIP, COLLABORATION, AND LEARNING

DISCIPLINE-BASED PARTNERSHIPS

■ K-12 science education is made more 

compelling through a cross-institutional and international collaboration among the Exploratorium in San Francisco, the University of California Santa Cruz and Kings College, London. More than 100 museum educators have gone through professional development programs since 2002. 
 is that urban k , ids

middle , ids-school k

in scienc a s’ That.e

to be taught right. 

2 Chicago Botanic Gardens: Science 

First/Primero la Ciencia (Chicago, IL) Community building has been an integral part of the Chicago Botanic Garden’s mission since it was established in 1972. The garden has been organizing school gardens in partnerships with the Chicago Public Schools since the 1980s, and in 2002 it launched Science First, a scienceimmersion program aimed at upper elementary school students in Chicago Public Schools. Through a combination of classroom instruction, hands-on activities, games, and student projects, Science First has boosted student performance in the sciences. “The old myth is that urban kids, particularly middle-school kids, aren’t interested in science. That’s a myth: it just has to be taught right,” says Larry DeBuhr, the garden’s vice president of education. In 2004, the garden launched Primero la Ciencia, a similar program aimed at students from Chicago’s burgeoning Latino communities. For these and similar efforts, the Garden was awarded a 2004 National Award for Museum and Library Service, one of six organizations to win the prestigious IMLS award. “This education is vital in preparing the next generation of scientists to care for the earth’s plants, which we all need for food, medicine, clothing, and shelter,” says Barbara 

Whitney Carr, president and CEO. 
Now the challenge lies in scaling up.
With the right support, she adds, the
garden can grow fully into its role as “a
dynamic programming center providing
education and scientific assistance 
to the citizens of Chicago, the nation, 
and to our international partners.”


3 Museum of Science: Establishing 

a Gateway to Technology and Engineering Education (Boston, MA) Although the United States led the world in technology and engineering for most of the twentieth century, global competitors are quickly closing the gap. Acknowledging this trend, thirty states now have technology standards in their state education frameworks. Massachusetts passed its standards in 2001, laying out clear goals and objectives for technology and engineering, but the commonwealth did not stipulate what instructional materials educators should use, nor did they establish a clear pedagogy. This gap is precisely what the Museum of Science in Boston hopes to bridge with its new Gateway to Technology and Engineering Education. Supported in part by an IMLS grant, the Gateway is a portal of online and physical resources that will help Massachusetts educators meet the commonwealth's technology and engineering teaching standards. 
22 

er to implement 

al standards, 

organized, 

ble source of 

nstructional 

hem," says Cary 

for educator 

 investigator 

 The Gateway, 

-based education 

online 

e for planning 

tance learning 

ll be working 

Massachusetts 

e next three years 

se sequences, 

cula, and initiate 

nt programs to 

s. According to 

dent and director 

nce, the Gateway 

mponent of the 

hnological 

ed in the 

t strongly 

ffort to introduce 

 discipline in 

y enhances our 

derstanding of 

” 

Community and Technology Community has always been at the heart of education in America, whether community is defined as being rooted in place (a neighborhood school, for example) or common interest (a professional association). Today, the Internet has redefined the idea of community, liberating it from the boundaries of geography. These examples illustrate some approaches that museums, schools, and libraries are taking to build strong learning communities— place-based and virtual—focusing on the K-12 years. The Birmingham Learning Initiative, for example, is a broad partnership that is building a physical learning community in a central city neighborhood by involving museums and libraries as well as schools to develop and provide resources for teachers and students. The Colorado Digitization Project and the Digital Library Collection at the Birmingham Civil Rights Institute are strengthening the teachers’ capabilities within individual states and across the country by offering collaborative relationships that digitize previously inaccessible, culturally significant resources while also providing teachers with an interpretive context, an easy-to-find web portal, and the training they need to integrate the materials in the classroom. 

EMBRACING INNOVATION: EXAMPLES OF PARTNERSHIP, COLLABORATION, AND LEARNING 

DISCIPLINE-BASED PARTNERSHIPS ■ Training the next generation of botanists— 

and making plant science accessible to Chicago’s growing Latino elementary school population—has been the mission of the Chicago Botanic Gardens “Primero la Ciencia” immersion program. 

■ The Museum of Science in Boston is 

working to secure America’s pre-eminence in engineering and technology with its Gateway to Technology and Engineering Education, a portal of online and physical resources to help Massachusetts educators meet required teaching standards. Fifty public school districts are involved. 
ngham Learning Initiative 

ngham, AL) 

bly one of the more ambitious 

orations on the landscape, the 

ngham Learning Initiative is a 

munity development partnership 

en the Birmingham Board of 

ation, a coalition of community

 groups, major cultural institutions 

ding the Birmingham Museum of 

he YMCA, the Civil Rights Institute, 

azz Hall of Fame, and the Public 

y), the University of Alabama at 

ngham, the Annenberg Institute 

hool Reform, and local real estate 

opers. Launched in 2002, the 

tive’s goal is to create a mixed

mixed-income neighborhood in 

town Birmingham, where the city’s 

al institutions and schools form 

ss-generational “Learning Zone” 

ng residents a network of 

tional opportunities. With funding 

HUD’s HOPE VI initiative, an $8 

n renovation of historic Philips 

School will anchor the zone, which 

so include a renovated theater and 

ng room, an early learning center, 

s-enriched elementary school, 

 community school program 

ildren, youth, and adults. The 

ngham Learning Initiative is the 

owth of an earlier IMLS grant to 

 (Birmingham Cultural Alliance 

ership). “In Birmingham there is 

an emerging civic and cultural partnership based on the realization that learning is the greatest equalizer,” says Dennie Palmer Wolf, director of the Opportunity and Accountability Program at the Annenberg Institute. 

2 The Civil Rights Movement: 1950 to the 

Present, A Digital Library Collection The Digital Library Collection, a three-way partnership between the Birmingham Civil Rights Institute, Washington University in St. Louis, and WGBH, may well redefine the way students and teachers learn about the Civil Rights Movement. Building on WGBH’s Teachers’ Domain (www.teachersdomain.org), an online digital library of multimedia resources that supports standards-based education from elementary through high school, the Digital Library Collection offers a breathtaking multimedia archive of civil rights history, including interviews from the acclaimed “Eyes on the Prize” documentary (which is a part of the Henry Hampton Collection from the Media and Film Archive at Washington University), WGBH’s broadcast collections (“The American Experience,” “Frontline,” and “Say Brother/Basic Black”), and the Birmingham Civil Rights Institute’s peerless collection of oral histories and other primary sources. With support from the Institute 

of Museum and Library Services, the collection is catalogued, coded with software tags, and correlated to each state’s education standards, curriculum, and grade level, making it a powerful learning tool for teachers across the country. "The collection makes this historical era come alive for students, presenting compelling media in formats that promote active learning about this vital period and its impact,” says WGBH Executive Producer Ted Sicker. 

3 Colorado Digitization Program 

(Denver, CO) Like many other breakthrough ideas, the Colorado Digitization Program (CDP) began by asking, “What if?” What if the state’s historical societies, libraries and museums could put their collective holdings online? What would it mean to education if teachers and students anywhere in the country could view the state’s heritage holdings online through text, graphics, audio, and video? Since 1998, with substantial support from the Institute of Museum and Library Services, fifty institutions across Colorado—and eighty more in other Western states—have created more than 55,000 digital objects: photographs, maps, diaries, works of art, exhibitions, and three-dimensional artifacts. All of it is posted on the program’s web site, 

.www cdpheritage.org. 
24 

treasure trove 

rial is enhanced 

esson plans, 

or teachers. 

of Congress’s 

owship program 

king with teachers 

orkshops, distance 

ircuit riding to 

f how museums 

students and 

ucation 

m worked with 

s in 2003, 

th even more 

ural heritage 

to do something 

rs and do a better 

ssions,” says 

director of the 

University of 

he program. 

 many of our 

ave been able 

tandards-based, 

rograms without 

“The future of education in America is at stake,” noted John H. Falk, director of the Institute for Learning Innovation in Annapolis, Maryland. “The status and future fate of museums, libraries, and schools will be determined by our ability to clarify a meaningful and authentic learning mission.” In a sense, workshop participants and their innovative colleagues are cartographers of an evolving field, mapping the shoreline and marking the landscape for those who will follow. In sharing selected examples of what exists, identifying persistent themes, and suggesting future priorities, these leaders are offering models and approaches that point the way to creating true learning communities. “Wouldn’t it be wonderful,” one participant asked, “if a baby born today could graduate from high school with a portfolio of learning experiences from museums, businesses, libraries, theatres, civic groups, and performing arts organizations, as well as from their schools?” 

EMBR

ACING INNO

VATION: EXAMPLES OF 

PA

RTNERSHIP, COLLABOR

ATION, AND LEARNING 

COMMUNITY AND TECHNOLOGY ■ In Birmingham, Alabama, museums, 

libraries, the board of education and real estate interests have all come together to build a learning zone in the city’s downtown, with public schools at the center of a network of educational opportunities. 

■ America’s greatest civic advance of the 20th 

century has been digitally transformed into a multimedia archive supporting standards based education from elementary through high school. Future generations will be able to access the Civil Rights movement as it actually happened. 

■ The history of much of the western U.S. 

is now at the fingertips of learners. Since 1998, the Colorado Digitization Program (CDP) has brought together the holdings of 50 state institutions—and of 80 other institutions in Western states. More than 55,000 photographs, maps, diaries, 3-dimensional objects and more can now be accessed through a single web site. 
NDIX — GL Y OSSAR

the Landscape, Mapping 

hs brought together participants 

e professional cultures. Our 

uded exchanging experience, 

e, and theory across disciplines 

munities—individual, 

ary, and geographical. We 

 that cultures have specialized 

ries and definitions whose uses 

rent setting can be confusing. 

ate conversation within the 

, we developed a working 

for words that: 

only arise in the context of 

library, or museum education; 

universal or even a widely 

 meaning in this context; and 

n meaning among 

sciplines. 

s no intention of usurping 

ed usage in any of our fields, 

g the meaning these terms 

pts have in their originating 

es. Our workshop goals did not 

onsensus about definitions, or 

ussion of the terms themselves. 

 was to provide a starting 

understanding each other’s 

ons and models, and to foster 

plinary collaboration. 

access 1 When used in its broadest sense, this term encapsulates the purpose of librarianship— enabling people to identify, locate, and use the information that will meet their educational, occupational, and personal needs. Librarians espouse principles of free inquiry and intellectual freedom; they oppose barriers to access, such as censorship or restrictions based on age, cost, etc. In library organizational structure, access services encompass functions such as circulation, interlibrary loan, and technical services. In the context of automated information systems, one talks about the way a computer "accesses" records in a file. In cataloging, access points are the names, subject headings, etc., which lead to the bibliographic record. .sirwww .arizona.edu/resources/gloss 

.html ary

capacity building 2 Helping an organization to refine goals, arrive at measurable outcomes, and identify resources needed and available to support growth, increase excellence, and meet community needs. charter school 3 An independent public school that is open to all students, receives public funds for operation, is freed from many rules and regulations that district schools are generally required to follow, and is accountable for results that are specified in a performance contract with the school’s public sponsor. Sponsors can be school boards, special chartering boards, or other 

authorized public agencies. Charter school laws differ from one state to another, but all states require that schools be accountable for student outcomes. 

www.aecf.org/initiatives/mc/sf/started/glossa 

.htm ry

collaboration 4 A mutually beneficial and well-defined relationship entered into by two or more organizations to achieve common goals. The relationship includes a commitment to mutual relationships and goals; a jointly developed structure and shared responsibility; mutual authority and accountability for success; and sharing of resources and rewards. community of practice 2 A group of people who share a paradigm of action based on consensus about which theories, models, and practices are most likely to support desired results. digital library 1 An organized collection of knowledge, stored in digital/electronic format, and accessible to users via digital/electronic interface technologies. www.digitalib.geo 

metaphors.com/west/ glossary/ 

digital resources 2 

Computer-mediated experiences, programs, or products intended to support learning; most frequently via the medium of the Internet or World-W eb. ide W The term may extend to commercial or non-commercial hardware, software, data transfer connections and protocols, systems at any scale, and metadata. 
•

•••

on (DBQ) 5 

 studies class

ng builds the 

historical sources 

Q requires many 

rch—interpreting 

urces, evaluating 

ple points 

dence, and 

g these. 

ences which 

 for individuals 

standards of 

es and/or a body 

show the extent 

tion has achieved 

o systematically 

 the relevance, 

 of activities in 

valuation can be 

ss, or outcome. 

m 

eum and Library 

y for funding and 

 about library 

impact 2 The result of aggregated outcomes for individuals. In some usages, impact incorporates other changes in context, environmental conditions, or other circumstances. indicator 2 A measurable phenomenon identified to represent the extent to which an intended outcome occurred for an individual. information literacy 6 The ability to recognize a need for information, to identify, locate, evaluate, and apply information to the question or problem at hand. learning 2 Growth (usually a gain) in any dimension where experience mediates knowledge, skill, attitude, or behavior. For IMLS, learning is not limited to information-based constructs, but includes domains such as the cognitive, affective, social, physiological, kinetic, aesthetic, behavioral, and many others. Learning is an individual phenomenon that happens through the vehicle of formal instruction or informal (but not necessarily unstructured) experience. Education, by distinction, is the process that strives to create learning. 

free-choice learning 7 

Free-choice learning is the type of learning guided by a person's needs and interests—learning people engage in throughout their lives to find out more about what is useful, compelling or just 

plain interesting to them...the vast, important and successful learning enterprise that takes place outside of schools and the workplace – learning from museums, libraries, the Internet, television, film, books, newspapers, radio and magazines.... It is selfdirected, voluntary, and guided by an individual’s needs and interests. www.ilinet.org/freechoicelearning.html. Antonym, compulsory learning; see also formal learning.2 

formal learning 2 

Learning directed by a curriculum and educational activities designed for a specific school term or subject within a larger framework of educational or discipline-based standards. The most common connotation is learning associated with organized academia between kindergarten and postgraduate degree. 

informal learning 2 

Learning directed by the individual and adapted to the individual’s interest, learning style, and pace. Informal learning may be carefully structured and may include a teacher – the primary characteristic is usually its distinction from learning inside the framework of organized academia (K to post-graduate). 

inquiry-based learning 8 

A model of teaching and learning in which a curriculum and learning-related processes are based on interests, 26 
NDIX — GL Y
OSSAR

ons, and learning approaches • Nation of Learners 2 • 21st-century learner 2 

ed by students themselves. The In IMLS’ vision, a nation (e.g. the US), One who has the knowledge, attitudes, 

 emphasizes communication, peer in which all participants have the and skills sets that enable learning 

ction, and individual pacing and knowledge, skills, attitudes, behaviors, across media, including proficient 

ss. and resources they need for successful literacy, numeracy, computer-use, critical 

formal and informal learning at any age. thinking, problem-solving, and sensitivity 2 

ng community eW believe that learning crosses many to the existence of diverse perspectives 

up of people who contribute formally domains– intellectual, social, affective, and culture-specific interpretation 

ormally, actively or peripherally, kinesthetic, and artistic, among of information. 

son, in print, or virtually, to one numerous others. This workshop 

er's effective learning. Learning LSTA (Library Services and focuses on K-12 as a foundation 

unities are fluid; they expand, Construction Act) 2 for lifelong learning and full participation 

ct, and change membership to Subtitle B of the Museum and Library in family, community, work, and society. 

evolving needs of their members Services Act of 1996. It comprises IMLS 

programs of funding for library service, 

me. Learning community follows • object-based learning 9 

dividual in the continuum of learner An instructional strategy that is based on including Grants to States; National 

gh Nation of Learners. the idea that people can learn from an Leadership Grants for libraries, Librarians 

object by exploring the object itself and for the 21st Century, and grants for Native 

ng society its context. Students learn to observe 

2 American and Native Hawaiian Library 

al environment at the national or closely, question, research, discuss, and Services. In 2003 Congress reauthorized 

al level in which all individuals are analyze the major properties of an object the Museum and Library Services Act, P.L. 

raged to reach their full potential – its physical features, history design, , 108-81. 

rn. One in which knowledge and its function, value, and construction. They 

rting structures at the individual magnet schools 2 can then derive new meaning and draw 

ggregate levels are respected Schools that specialize in a specific set conclusions. Depending on the aim of 

ostered by social, family, and of disciplines, usually created to attract a study unit, objects can become a 

sional attitudes, structures, students with particular talents or interests central focus, a stimulus for a broad 

esources. from a broad geographic area. exploration, or a motivator to particular 

2 students to look beyond the obvious. 

ng learning Museum Services Act 

Subtitle C of the Museum and Library 1 1 

ing over a lifetime) • self-directed learning 

ng in which a person engages Services Act of 1996. Using this authority Is the personalization of learning which 

ghout his or her life. It includes but IMLS makes awards for Museums for takes into account individual student 

 limited to learning that occurs in America, National Leadership Grants to characteristics, talents, interests and 

s and other formal educational museums, Conservation Project Support, academic backgrounds. The learner is 

ms. www.mnvu.org/mnvu/265.jsp 21st-Century Museum Professionals, able to control and direct their learning the conservation and museum assessment at a pace agreed by the student, parents programs (CAP and MAP), and Native and teacher advisor. 

www.thss.ca/thss/index.php 
es. In 2003, 

 Museum and 

108-81.1 

ns individuals 

hose they have, 

onditions providers 

services want for 

that exist. 

NCLB) 2, 10 

dent George W. 

 Left Behind Act 

ucation legislation 

ntly expanded the 

y Education Act 

federal funding 

n schools, 

come students, 

countability for 

ement. 

edge, skill, 

or life condition 

nt, visitor, or user 

rogram. In IMLS’s 

ecialized 

 produced by the 

mes can occur at 

t from immediate 

outcomes can be 

ve outcomes are 

 of library, 

ducation. 

OBE (outcomes-based evaluation) 2 In IMLS usage, an umbrella term that comprises program, project, or product planning and evaluation based on identified target audience needs, intended learning results, and formal measurement that demonstrates the extent to which outcomes desired by planners are achieved. partnership 2 In IMLS usage, a relationship between individuals or groups that is characterized by mutual cooperation and responsibility, as for the achievement of a specified goal (see collaboration). In this usage it describes a spectrum of relationships between two or more organizations, ranging from relatively informal cooperation through formal, legal agreement. result 2 In IMLS usage, a consequence of a project or program, including outcomes, impact, outputs, or other forms of change, either positive or negative. virtual museum 2 A collection of images, objects, or interactive experiences intentionally brought together and presented through a computer (usually via Internet/Web pathways) for aesthetic or other educational purposes. The collection may physically exist in whole or in part separate from its computer-mediated presentation, but need not do so to constitute a virtual museum. 

Result of Google search on “define: term of 1	interest” in the absence of a dictionary-based definition. Consensus of IMLS staff in the absence of a 2	widely accepted or dictionary-based definition, August 2004. Annie E. Casey Foundation, see 3	

nitiatives/iorg/aecf..www started/sf//mc htm. .glossary

Mattessich, Paul W., Marta Murray-Close, and 4	

Barbara R. Monsey (2001). Collaboration: What Makes It Work (2nd edition), Wilder Publishing Center: St. Paul, MN. Title page, Appendix A. 

coined rm eT eter by P Pappas, see 5	

dbq//comedteck..www testing/ htm dbq.

National Forum for Information Literacy, 6	

see org/nfolit.i.www definitions/ html. ndex.i

eT rm coined by the Institute for Learning 7	

Innovation, see 

org/linet.i.www freechoicelearning.html. 

Consensus of IMLS staff, as in note 2. For a 8	

comprehensive description of inquiry-based learning, see Thirteen/Ed online, 

thirteen..www org/ /edonline concept2class month6. /

9	 rom fed tAdap

/iedugmu.gse.chd..www mmersion/knowledgebase str /

ategies/constructivism/objectbased.htm 

See policy//goved..www html. ndex.iesea02//eglelsec/ 10 

28 
Charles M. n woBr dy oCilmer S. W Eileen Goldspiel 

Director of Libraries President Assistant Director, 

Public Library Cody Associates Government and Media Relations of Charlotte & Mecklenburg County New Orleans, LA American Association of Museums 

Charlotte, NC Washington, DC 

Rebecca Dan ers v

e Affairs yk Br. y ENanc Director of Research and Technology Martín Gómez 

Interim Chief Curator IMLS President & CEO 

The Henry Ford Washington, DC Urban Libraries Council 

Dearborn, MI Evanston, IL 

Larry DeBuhr 

eslie BurL ger Vice President of Education ah GDebor onzalez 

Museum Director Chicago Botanic Garden Executive Director, 

Princeton Public Library Glencoe, IL Learning & Teaching Princeton, NJ Puget Sound Educational 

Service District 

ansky gyethleen DKa

Burien, WA 

Assistant Director, Programs and Services erly yeg BGr

Queens Library 

Associate Professor 

Kent State University Jamaica, NY d GricharR obschmidt 

Assistant State Superintendent School of Library and Information Science 

Wisconsin Department of Public 

Allison Druin Kent, OH Assistant Professor Instruction Division for Libraries, 

Development 

University of Maryland Technology & Community Learning 

rlson aC. Neil F

riter W College of Information Studies Madison, WI 

Brooklyn, NY College Park, MD 

Eugene Hainer 

Director, Library Development Services 

g EisenberekiM Schroeder Cherry 

Dean and Professor Colorado State Library Deputy Director of Museum Services 

Denver, CO 

The Information School IMLS of the University of Washington Washington, DC 

Seattle, WA rian K. dA Haugabrook 

Executive Director 

 Chute yMar 

alk FJohn H. Citizen Schools University Deputy Director of Library Services 

on Science Director Citizen Schools 

IMLS 

Institute for Learning Innovation Boston, MA Washington, DC Annapolis, MD 

Jane Heiser 

Associate Deputy Director, 

Programs Shannon A. ts Clemen ieth FB tzsimmons 

Chief Operating Officer Chairman State Programs 

Henry Ford Learning Institute National Commission on Libraries Office of Library Services 

Dearborn, MI and Information Science IMLS 

Washington, DC Washington, DC 

ICIPTR

ANT ROSTER 
c ommunit y 


30 

R. Maria Marable-Bunch Stephanie Norby 

Associate Director of Teacher Programs Director The Art Institute of Chicago Smithsonian Center for Education 

Chicago, IL and Museum Studies 

Smithsonian Institution Washington, DC tin Mart S. Rober

Director 

IMLS on tNorylvia K. S

iety Washington, DC School Library/Technology 

Planning Coordinator Maine Department of Education/ Suzanne Miller 

Director/State Librarian Maine State Library 

seum Services Minnesota State Library Services Augusta, ME 

and School Technology 

Roseville, MN Bonnie Pitman 

Deputy Director 

Dallas Museum of Art tchell il MoraC

21st Century CCLC Program Manager Dallas, TX 

Office of Elementary 

and Secondary Education y ae RcyJo 

se United States Department of Education Associate Deputy Director, Library Services 

Washington, DC IMLS 

Washington, DC 

* ikswyleen MotKar 

Research Officer Elman eciJanet R

Office of Research and Technology Executive Director IMLS Association of Children's Museums 

Project Washington, DC Washington, DC 

yMar Ellen Munley Katherine G. Rodi 

MEM and Associates Vice-President 

or Oak Park, IL Partnership for 21st Century Skills 

Washington, DC 

James A. Nelson 

State Librarian & Commissioner Jeff Rudolph Kentucky Department President & CEO 

for Libraries & Archives California Science Center 

Frankfort, KY Los Angeles, CA 
TICIPR

ANT ROSTER 

eta K. Gr d Southar rner uy TthKa eiss y WNanc

Executive Director Media Specialist General Counsel 

ms Public Library Association and Building Technology Coordinator IMLS 

Chicago, IL Urie Elementary School Washington, DC 

Mountain V , WY iew

Barbara Stein Martin ou WL etherbee 

Professor o Uckvid A. Da Principal 

for University of North Texas Head, Science Literacy Section Lou Wetherbee and Associates, LLC 

ning, School of Library and Information Sciences National Science Foundation Dallas, TX 

Denton, TX Arlington, VA 

ah WraS hitesell 

Associate Chief, Office of Strategic onnie VB anDorn Barbara Stripling 

Director of Libraries and Literacy Executive Director Planning and Policy Analysis 

Federal Communications Commission Association of Science-Technology Centers 

New Visions for Public Schools 

Washington, DC Washington, DC 

New York, NY 

 

etz* wAbigail S illiams Wott yl ScCher 

Donna Vliet 

Program Specialist Vice President, Education Director Office of Strategic Partnerships Corporation for Public Broadcasting ACCESS to Learning, Inc. 

ol, IMLS Washington, DC Austin, TX 

ucation Washington, DC 

Dennie P olf Walmer 

ducation er alkWJulie A. agle d TicharR Director, Opportunity & Accountability 

Executive Director Chief of Staff Annenberg Institute for School Reform American Association of School 

Public Education Network Brown University Librarians/Young Adult Library 

hips Washington, DC Providence, RI Services Association 

kahisa aSonnet T Chicago, IL ole YNic ohalem 

Consultant, Arts and Cultural Partnerships Program Director 

New Visions for Public Schools d rahmad WA The Forum for Youth Investment 

New York, NY Director of Education Washington, DC 

Birmingham Civil Rights Institute 

Jeannette Thomas* Birmingham, AL 

Program Officer, 

Museum Assessment Program tts aSusy W

ograms Office of Museum Services Director, Curriculum and Assessments 

IMLS Arts Impact 

Washington, DC umwaterT A , W * Members of the IMLS Steering Committee 
32 

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/NR/do

nthesisR pdf .tepor .go.imlswww v/pubs/chartingthelandscape/ American Library Association & Association murnane.pdf 

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org 

34