Philosophy, context, concepts and the dynamic systems model
The school library is an ever evolving concept that is transformed by a global information landscape (actually, it is less like a "landscape" and more like a rolling, tumbling, churning sea at the height of a raging storm). This is an evolution not a revolution because while new media is certainly transforming our world, the mainstays of the library ethos remain strong, it just needs to be far more adaptive. The free exchange of a diversity of information, ideas and human creative expression remains at the heart the role of the library. The library continues to be a key stakeholder as a "knowledge broker" (definitions [1], [2], [3], [4]) in a place of learning, facilitating stakeholder connections to ideas, contributing to the organisation of information and collaborating in the creation of new understandings. While retaining a fundamental love of a well written story, the smell of a new book (or a dusty old one for that matter) and the power of an timely information source, the library must also be responsive and innovative to remain nimble and adaptable to the needs of the students, teachers and families. The physical environment should also reflect this need for flexibility and innovation. This is an exciting challenge. Dynamic systems theory provides a strong basis from which to develop the key strategies to address our library renovation.
The Context :
4 key areas of VISLibrary development
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Infrastructure : Achievements so far
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Key concepts for development [click here for more details]
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Dynamic Systems Model :
It is very difficult to prescribe a recipe of steps to achieving a successful library service. This is because the school library is a perfect example of a "complex system [5]". VISLibrary is a K-12 library in a school of 430 students which means there are 430 different ways in which students access literature and engage with library services. The Dynamic Systems Model provides us with a framework for providing a library service that is able to adapt and differentiate, facilitate access for everyone (not just for the library devotees), provide for a diverse range of needs, encourage personal agency and collaborative participation. So how does the Dynamic Systems Model help us achieve these goals? Here is a very interesting article. |
On the Edge of Chaos :
The Dynamic Systems Model as a basis for library infrastructure development
Key features of a complex system and how these features relate to the school library.
Self-Organisation : A school library is involved with every member of the school in some way where it is impossible to keep everyone happy, to meet every need at all times. However, rather than endlessly running to micromanage every situation or retreating from this challenge toward providing a more monolythic service, we can allow how our patrons interact with the library to self-organise. For example, instead of trying to define patron interactions as we deem appropriate, we look at all the sub-systems that at play, address those subsystems to foster the interactions that foster learning outcomes. For example, to achieve a noise level within the library space that enhances learning and inquiry, we have removed horrible "quiet" signs and removed "no talking" rules and instead, looked at the subsystems involved. We reconfigured the shelving to create more diverse range of nooks and to distribute students more evenly throughout the library. We improved traffic flow, allowed for more flexible noise levels in the library, and improved book displays. The outcome has been less rowdy groups, reduced behaviour problems, reduced need for "policing" noise levels, and general happier feeling within the library. This has led to greater traffic into the library and greater student engagement with the library.
Change is non-linear : When making improvements and changes, outcomes don't follow simple cause and effect path. Correlation does not lead to a conclusion of causation. Many subsystems maybe constantly changing however the resulting observed phenomenon may not change until the necessary threshold is achieved in each subsystem in the necessary combination. Therefore, a significant observed change may look like one of the subsystems has caused change however it is in fact the summation of all the subsystems that have led to the change. In practice, this means that 1, working on all subsystems is necessary, 2, the observed phenomenon may not change as we expect even if the subsystems are in fact changing because, 3, it is usually impossible to predict when all the subsystems will reach that threshold to elicit an observed change. For example, we may be aiming to encourage a particular student to begin using the library online catalogue to search for titles using filters and operators. In a systems approach, we recognise the many subsystems at play, many of which we have no influence over such as the influence of the students peers or family, previous experiences using the catalogue system, level of understanding of search operators and filters, perception of the library as a whole, and many other influences. A systems approach would aim at all the systems we can identify that we have some control over and may contribute to the likelihood that this student will begin to use the library catalogue to find a book and work to build each of these subsystems. Which one or few will end up making the difference and when the penny drops is anyone's guess. A linear approach, in contrast, may involve more direct instruction as the main motivator for change which may on the surface appear to yield results however once that motivating force of direct instruction is removed, it is uncertain whether the student would chose to use the catalogue for themselves. A systems approach is more broad, recognises the complexity of the individual within a larger system and potentially leads to more authentic learning with a greater likelihood of lifelong change.
Change is an emergent phenomenon : Emergence emphasises the unpredictability of change but leads us to a very different perspective than a linear approach to learning does. Emergence emphasises that observed phenomena can not be traced to one particular cause but result from the interaction of multiple subsystems that yields an outcome that is not an obvious outcome. That, the phenomena is more than the sum of it's parts. For example, one of our greatest joys in the library is to see a student discover literature. That moment when they finish one of the first books that totally enraptured them and set them hungrily searching for the next book. It is at this moment that your have little doubt that this student will be a life-long reader. The spark has done it's work and this child's future will now be littered with all kinds of adventures and discoveries. This "moment" can take many forms. It can take years, it can be one book, one teacher who inspired them, one character in a story they identified with, one nook in their home that they found to be a wonderful retreat space, one author they met, one movie based on a story that triggered their interest or one previously unexplored genre, but no matter how it comes about, it is a memorable moment to watch as a librarian. This moment is a true emergent phenomenon. What triggers this for one student will have the reverse effect on another. There is clearly no recipe yet there are definitely some powerful influences that can increase the chance that this moment can emerge. Simply access to literature through the school library is one, read-alouds in the classroom is another, discussions about books amongst peers is extremely powerful or simply the cover of a book may be one trigger to lead a student into a new genre. Yet it is impossible to know which of these will lead a student to that moment so the answer is not to point at recipe like reading programmes but to invest in authentic practices that feed these subsystems such as stocking the library with high quality literature, creating an inviting atmosphere in the library and creating a library service that is differentiated enough to have meaning for students with all kinds of backgrounds, cultures and needs.
There is much more to discuss here but these key ideas lead us to the undeniable outcome of a systems approach which is that this approach takes us frequently to the edge of chaos which can be an unsettling place. This is quite distinct from a tightly controlled library environment where the rules are strictly followed, codes of behaviour adhered to and general "finding out stuff" doesn't happen. A list here of "you know when you are running a dynamic systems library when ..." might be helpful (maybe one day I'll put that together). This is not to say that order and guidelines are anti-dynamic systems, simply that rules and guidelines are one small part of a much larger, more complex system that should be addressed in a more wholistic manner.
Self-Organisation : A school library is involved with every member of the school in some way where it is impossible to keep everyone happy, to meet every need at all times. However, rather than endlessly running to micromanage every situation or retreating from this challenge toward providing a more monolythic service, we can allow how our patrons interact with the library to self-organise. For example, instead of trying to define patron interactions as we deem appropriate, we look at all the sub-systems that at play, address those subsystems to foster the interactions that foster learning outcomes. For example, to achieve a noise level within the library space that enhances learning and inquiry, we have removed horrible "quiet" signs and removed "no talking" rules and instead, looked at the subsystems involved. We reconfigured the shelving to create more diverse range of nooks and to distribute students more evenly throughout the library. We improved traffic flow, allowed for more flexible noise levels in the library, and improved book displays. The outcome has been less rowdy groups, reduced behaviour problems, reduced need for "policing" noise levels, and general happier feeling within the library. This has led to greater traffic into the library and greater student engagement with the library.
Change is non-linear : When making improvements and changes, outcomes don't follow simple cause and effect path. Correlation does not lead to a conclusion of causation. Many subsystems maybe constantly changing however the resulting observed phenomenon may not change until the necessary threshold is achieved in each subsystem in the necessary combination. Therefore, a significant observed change may look like one of the subsystems has caused change however it is in fact the summation of all the subsystems that have led to the change. In practice, this means that 1, working on all subsystems is necessary, 2, the observed phenomenon may not change as we expect even if the subsystems are in fact changing because, 3, it is usually impossible to predict when all the subsystems will reach that threshold to elicit an observed change. For example, we may be aiming to encourage a particular student to begin using the library online catalogue to search for titles using filters and operators. In a systems approach, we recognise the many subsystems at play, many of which we have no influence over such as the influence of the students peers or family, previous experiences using the catalogue system, level of understanding of search operators and filters, perception of the library as a whole, and many other influences. A systems approach would aim at all the systems we can identify that we have some control over and may contribute to the likelihood that this student will begin to use the library catalogue to find a book and work to build each of these subsystems. Which one or few will end up making the difference and when the penny drops is anyone's guess. A linear approach, in contrast, may involve more direct instruction as the main motivator for change which may on the surface appear to yield results however once that motivating force of direct instruction is removed, it is uncertain whether the student would chose to use the catalogue for themselves. A systems approach is more broad, recognises the complexity of the individual within a larger system and potentially leads to more authentic learning with a greater likelihood of lifelong change.
Change is an emergent phenomenon : Emergence emphasises the unpredictability of change but leads us to a very different perspective than a linear approach to learning does. Emergence emphasises that observed phenomena can not be traced to one particular cause but result from the interaction of multiple subsystems that yields an outcome that is not an obvious outcome. That, the phenomena is more than the sum of it's parts. For example, one of our greatest joys in the library is to see a student discover literature. That moment when they finish one of the first books that totally enraptured them and set them hungrily searching for the next book. It is at this moment that your have little doubt that this student will be a life-long reader. The spark has done it's work and this child's future will now be littered with all kinds of adventures and discoveries. This "moment" can take many forms. It can take years, it can be one book, one teacher who inspired them, one character in a story they identified with, one nook in their home that they found to be a wonderful retreat space, one author they met, one movie based on a story that triggered their interest or one previously unexplored genre, but no matter how it comes about, it is a memorable moment to watch as a librarian. This moment is a true emergent phenomenon. What triggers this for one student will have the reverse effect on another. There is clearly no recipe yet there are definitely some powerful influences that can increase the chance that this moment can emerge. Simply access to literature through the school library is one, read-alouds in the classroom is another, discussions about books amongst peers is extremely powerful or simply the cover of a book may be one trigger to lead a student into a new genre. Yet it is impossible to know which of these will lead a student to that moment so the answer is not to point at recipe like reading programmes but to invest in authentic practices that feed these subsystems such as stocking the library with high quality literature, creating an inviting atmosphere in the library and creating a library service that is differentiated enough to have meaning for students with all kinds of backgrounds, cultures and needs.
There is much more to discuss here but these key ideas lead us to the undeniable outcome of a systems approach which is that this approach takes us frequently to the edge of chaos which can be an unsettling place. This is quite distinct from a tightly controlled library environment where the rules are strictly followed, codes of behaviour adhered to and general "finding out stuff" doesn't happen. A list here of "you know when you are running a dynamic systems library when ..." might be helpful (maybe one day I'll put that together). This is not to say that order and guidelines are anti-dynamic systems, simply that rules and guidelines are one small part of a much larger, more complex system that should be addressed in a more wholistic manner.