Redesigning learning spaces- a trend in educational technology

Redesigning Learning Spaces

In reading the 2017 Horizon Report, many trends, challenges, and developments struck me as being important to education as we head into the 21^st century.  One of the key trends that stands out to me is “redesigning learning spaces.”  For the last several years, I have heard phrases like “flexible seating,” “collaboration” and “active learning.”  What does it all mean?  Why should we do it?  And if we should do it, how do we make it happen?

What does it all mean? 

“Learning spaces” is a new term being used to define classrooms, libraries, and any other space in a school that children learn in.  The traditional classroom has rows of desks facing a chalkboard/whiteboard/smartboard with a teacher at the front and the children facing the front.  This has been the picture of a classroom for decades. When people talk about “redesigning learning spaces,” it is a discussion about moving away from the traditional classroom into a more modern learning space with flexible seating, colorful walls, anything-other-than fluorescent lighting, and often other components as well.

Why should we do it?

When we look at the modern work and social environment, we are no longer looking at the same place that previous generations lived and worked and socialized in.  What lies before us is a world the likes of which we have never seen, a world that is evolving and changing with the ever-growing field of technology changing everything we do and how we do it.  We are looking at digital components and technologies being incorporated into our classrooms, so spaces need to be rearranged to make it easier to work in project-based interactions that have more flexibility and mobility for students during the course of their learning.  Schools are beginning to look like actual work and social environments (Adams et al).  Not only that, but we are looking at rampant obesity, increasing diagnoses of ADD and ADHD, and children who spend entire days sedentary with the disappearance of recess and the introduction of gaming (Johnson, 2019).  Thus, we are educating children to grow up and succeed in a very different world than previous generations lived and worked in, and we need to prepare them for this world.   

We do not need to teach our children only important dates, geography, how to analyze text and complete math problems; we need to teach our children how to create and collaborate in new and innovative ways to prepare them for this 21^st century world.  This requires teaching new skills in new ways. 

With that in mind, the American architect Louis Sullivan said that “form follows function” (Pierce, 2017).  If we simply look at what our students are learning first, and then design a space that will best support that learning, we will be following this wise adage.  So what do we need to teach our students that we haven’t before?  In addition to the hard skills of the past, we are also teaching learners who are expected to create and collaborate.  If we are to imagine a learning space where students are working together to come up with new ideas, we need to see a space where students are sitting in a circle, or a triangle, or some other form where they can look at each other.  If they are using technology to create a presentation, they need to be able to easily and comfortably use their device.  This creates an image of a round table with chairs around it, students sitting on a rug around a coffee table, or maybe students standing at a long, rectangular table where they can move to and from each other’s spaces and share what they are working on.  Nowhere in my vision of students collaborating is there room for a picture of a chair attached to a desk.

What does the data say? 

Research has shown that classroom design can have a 25% positive OR negative impact on student success (Pierce, 2017).  One specific example that benefits our students with ADD, ADHD, and ASD is the sensory input that various seating arrangements is able to provide for them (Courtesy).  If it hasn’t become apparent yet, flexible seating is comfortable.  It gets kids up and moving.  Research has shown students learning in flexible seating environments have an improved participation rate of 48% (Courtesy, 2019).  That is a powerful number. 

Yet another compelling reason to move to a redesigned learning space is that sitting still for most of the day hinders learning (Johnson, 2019).  In his article, Brad Johnson looks at data that shows that physical activity creates brain elasticity and releases endorphins.  I knew this, but the fact I did not know that speaks volumes is that movement and learning happen in the same part of the brain.  This is why our students remember what they learn with movements.  This explains why my 3^rd grade students looked at me with blank stares while I was teaching them the Big6 until I added movements to the steps.  Aha!  If we look at American education, and the demise of recess and the extension of hours in the school day, we see a decline in movement and a decline in scores beginning in the 1980’s (Johnson, 2019).  Specific research into standing desks shows that standing for 1- ½ hours per day at a standing desk increases student cognition by 5-10% (Molnar, 2019). 

One test of the movement theory included taking students with behavioral issues at an alternative school and having them use a treadmill or an exercise bike at the start of class every day.  Within four months, these students were taking less meds and they had each made at least one full grade of improvement in their core subjects (Molnar, 2019). 

Another benefit to flexible seating is that students are able to make their own choices in where they sit.  This leads them to develop higher level thinking skills (Courtesy, 2019). 

So, if the research is to be believed, using flexible seating is not only good for student health, student focus and improved cognition, but also better behavior and better grades. 

How do I make this happen?

In a perfect world, it would be easy to build new schools with wide-open, colorful, and inviting spaces.  Our schools would have ambient lighting, rugs, delightful paint colors on the walls, plenty of technology ports and interactive boards in every room.  Our students would all be 1:1 with technology and our classrooms would have soft, cozy seating in different areas of the room to meet every need we have for our students.  But this is not a perfect world.  We have schools that were built before the internet existed, budgets that are strained to the max just trying to keep our schools running and our children safe, and other increasing demands and pressures that must be taken care of before we look at pretty chairs and colorful paint.  So, where can you start?

Start with these 5 ideas to help get going:  make your space multi-dimensional, promote movement and activity, embed learning into the design, add color, and design with digital in mind (Pierce, 2017).

One easy thing to do is to add color to your space.  Hang some curtains, throw down a rug, or put up some art on the walls.  I don’t have money to spend on my classroom, so I incorporate projects the students do into the classroom design.  You can start as simply as having students write the word wall words on colorful paper and create a mosaic on a wall. 

One way to add flexible seating is to take out some desks and put in a few tables with chairs around them.  If you have a rug, bring a few small pillows or cushions for students to sit on.  I found that by asking my local Facebook friends if they had any cushions or pillows or beanbag chairs they would be willing to donate, we were able to find some seating for our library.  Another teacher found some extra teacher lecterns ( tall, rectangular, with a little cubby and on wheels) and lined them up in the back of his classroom and students can stand at them to do their work.

Keep it simple seating

One way that I improved the lighting in my classroom was with light blue light filters.  I suffer from migraines and can’t spend a day under fluorescent lights.  The light filters are absolute magic.  Another way I have seen teachers softening the lighting in their rooms is to turn off the fluorescent lights.  These teachers replace them with standing lamps and lamps they put on the counters and assign students to turn on and off each day.  Open the blinds; the natural light is good for everyone’s soul.  If the weather is good, open the windows.  It will perk those little darlins’ right up.

When Pierce mentions “embed learning into the design”, she uses the example of having stars on the ceiling create a constellation.  You don’t have to buy these and put them up; have the students create the design and put it up.  Viola!  A lesson, student buy-in, and classroom décor all in one.

Conclusion

I have been an educator for fifteen years.  When I started teaching, I never dreamed of a classroom with couches and beanbags.  I never imagined that students could learn standing up or bicycling in the back of the room while others laid out on a rug.  There was no room in my mind to imagine each child working on their own device at the same time they were collaborating with another student in the classroom.  Our world has changed, and so must we.  We must create a learning environment that matches what our students must learn.  David Jakes writes, “Focus on experiences, not things” (Pierce).  If we think about our students’ experiences and their futures, if we put collaboration and creativity and critical thinking at the forefront of our minds, we will be able to create the learning environments our students need. 

References

Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., and

Ananthanarayanan, V. (2017). NMC horizon report: 2017 higher education edition. Austin, Texas: The New Media Consortium.

Bushmaker, T., & Koehler, R. (2015). School Facility Design for Today and Tomorrow. School

Business Affairs, 81(7), 8–11. Retrieved from http://search.ebscohost.com.ezproxy.shsu.edu/login.aspx?direct=true&db=eue&AN=108684103&site=eds-live&scope=site

The Consortium for School Networking. (2017). 2017 K-12 edition Horizon Report digital

toolkit. Dialogue & discussion: Catalysts for change [PowerPoint slides]. 

Casanova, D., & Mitchell, P. (2017). The Cube and the Poppy Flower: Participatory Approaches

for Designing Technology-Enhanced Learning Spaces. Journal of Learning Spaces, 6(3), 1–12. Retrieved from http://search.ebscohost.com.ezproxy.shsu.edu/login.aspx?direct=true&db=eric&AN=EJ1164766&site=ehost-live&scope=site

Courtesy of Brandpoint. (2019, September 2). Flexible seating helps students become better

learners. Times of Oman (Muscat, Oman). Retrieved from http://search.ebscohost.com.ezproxy.shsu.edu/login.aspx?direct=true&db=edsnbk&AN=175B5055DD517670&site=eds-live&scope=site  

Gragg, R. (2019). Colors of Change: A dynamic school replacement seeks to stimulate learning,

curiosity, and joy. Architectural Record, 207(1), 86–91. Retrieved from http://search.ebscohost.com.ezproxy.shsu.edu/login.aspx?direct=true&db=voh&AN=133804223&site=eds-live&scope=site

Johnson, Brad. (2019). Right the Wrongs of Sedentary Education: The desk-based learning of public schools might be more harmful than helpful. Principal, 98(3), 30–33. Retrieved from

http://search.ebscohost.com.ezproxy.shsu.edu/login.aspx?direct=true&db=eft&AN=134257108&site=eds-live&scope=site

Manus, T. (2019, April 7). Redesigned classrooms, food pantries help ease students’

stress. Rapid City Journal, The (SD). Retrieved from http://search.ebscohost.com.ezproxy.shsu.edu/login.aspx?direct=true&db=edsnbk&AN=172A8A82EB3FABA8&site=eds-live&scope=site

Molnar, M. (2019). Classrooms May Soon Shed Dated Desk/Chair Combo. Education

Week, 38(29), 1–12. Retrieved from http://search.ebscohost.com.ezproxy.shsu.edu/login.aspx?direct=true&db=tfh&AN=135926396&site=eds-live&scope=site

Pierce, D. (2017). As Pedagogy Changes, LEARNING SPACES Are Transforming, Too: The

American architect Louis Sullivan coined the phrase “form follows function,” and this is true of classrooms as well. T H E Journal, 44(5), 28–31. Retrieved from http://search.ebscohost.com.ezproxy.shsu.edu/login.aspx?direct=true&db=cph&AN=126029341&site=eds-live&scope=site

Photo credits in order the image appears:
old school classroom image taken from: https://www.teachhub.com/classroom-management-effective-learning-environment

Flexible seating image taken from: https://www.boredteachers.com/classroom-ideas/16-awesome-flexible-seating-classrooms-thatll-blow-your-teacher-mind

Kids on tech image taken from: https://www.flickr.com/photos/wfryer/15983497461

Standing desk image taken from: https://www.varidesk.com/products/student-standing-desk-two-5-12

Keep it simple seating image taken from https://www.prodigygame.com/blog/flexible-seating-classroom-ideas/

Light covers image taken from: https://www.pinterest.com/pin/191966002840330350/

Bloom's Taxonomy and technology in education

Bloom's Taxonomy has been a cornerstone of education since the 1950's.  It is a sound concept that has created success in student learning.  So why should we change it?

Students today are different than students from past generations.  The generation we are teaching today lives in a different world than we do.  Some of the things I realize when I talk with my children and my students are: These students don't have memories of going to the airport and waiting at the gate for a relative to come visit.  They don't know what a card catalog, cassette tape, or floppy disk is.  They have never had to wait to find the answer to a question because they have never lived in a world without Google.  They don't have to actually wait in a waiting room because they have devices to get on and entertain themselves.  Same for car trips.  These students don't know what it's like to stretch the phone cord as far as it will go to try to find some privacy for a phone call.  They didn't grow up in the world I did where my parents thought that only drug dealers had pagers and cell phones.  They have only reruns of Mr. Rogers Neighborhood and don't know who Donny and Marie are (McBride, 2018)!


Some of the things I didn't realize they DO have until I read The Mindset List (McBride, 2018):  They have never lived in a world without school shootings.  9/11 is something out of a history book, but terrorists are a constant threat. People have always inhabited space.   Vines are entertaining video clips, not plants that climb.  Instant gratification.  Reality TV.   Technology is everywhere- from a camera in your mouth at the dentist to texts from teachers and homework turned in online. 

When I think about all of these differences, I realize that the way I have viewed technology is evolving as my students do.  To our students, technology is an essential part of every day life.  It is a tool they use for entertainment, education, communication, and creation.  If we can learn to harness technology, we can learn how to reach our students on a level that will draw them in and allow us to extract from them the creativity, critical-thinking, and collaboration that technology itself stems from.  I have found with every step I take further into the technological world- and some of them have been very big leaps and scary climbs- my students become more engaged and produce ever increasingly thoughtful work.

With this in mind, the way we use technology in schools becomes very important.  The mindset and background of our students explains why it is so beneficial to add technology into our schools and use it often.  However, I am not supporting the idea of using technology for technology's sake.  Technology is not the foundation of education; in fact, in a world without technology, our students would be just as successful without it, as previous generations have shown.  However, as we have just seen, this is a world saturated with technology, and our students will be more successful if we use the tools of their world to teach them.

So, back to our original question.  If Bloom's Taxonomy has been so successful, why should we change it?

In my recent reading, I learned how Bloom's Taxonomy has actually been adapting and changing since its inception in the 1950's.  It started out using nouns to describe the six levels, then changed to verbs (this is where I think I was trained in it), and now it has morphed into several different ideas including cogs, a matrix, a mandala and a flipped pyramid (Common Sense Media, n.d.).  Now there is even a body of work discussing Bloom's digital taxonomy. I think the fact that a cornerstone of American education is constantly morphing and changing to fit the current needs of our students is a strong indication of the importance of teaching our learners in ways they will best learn.  Are you on board?  If you are, here are some great pieces I found to help easily connect technology and Bloom's Taxonomy.

One of the most useful pieces of information I have found in reading about Bloom's digital taxonomy is a website that connects apps to the levels of Bloom's taxonomy.  This is a very helpful, easy to navigate website that will show educators the apps to use for each level of Bloom's in a way our students will respond to (Schrock, 2019).  Her webpage is aptly named Bloomin Apps and is arranged in a very user-friendly format, as seen here:

Another useful piece is a table showing "digital activities" that connect to the levels of Bloom's Revised Taxonomy, found here.  See below for one example:

Many of the apps we use in education are free, and many have a cost- often a yearly membership.  I know several teachers who pay these costs because the benefit to their students' success makes it worth it to them.  If you find an app with a cost, before purchasing it, I would suggest asking an administrator (or whoever is over technology purchases) if they would be willing to purchase the app because "name of app here will serve as an amazing tool to engage our students to get them to insert name of Bloom's level here by insert name of the verbs and digital activities here."  I think you will be surprised at how often you will be supported.  Our administrators are in the same boat we are; we are all trying to catch up to the technology and find ways to best support our students.

I have thought about why this matters to me as a librarian, and the answer is simple.  Just as educators must adapt to a changing nature in our students, librarians must adapt to a changing nature in the ways libraries are used.  Just as Bloom's has been changing over its lifespan, so have libraries.  Today, I don't have journals, encyclopedias and atlases in my library, I have a subscription to a service that gives us access to current articles, encyclopedias, and atlases on devices across our school.  I don't have students coming to the library to do research out of books or that need to learn how to use the card catalog.  I have students who need to learn information literacy, digital/media literacy, research skills, coding skills, how to be good digital citizens and how to stay safe on the internet.  As a librarian, this is the role I am taking on as we move deeper into this technological world. 

So really, not only should we continue to adapt our beliefs about education, we should adapt the tools we use to achieve them and always be open to questioning our practice.

Sources:

Churches, A. (2008, May 26). Bloom's digital taxonomy. Retrieved from http://www.ccconline.org/wp-content/uploads/2013/11/Churches_2008_DigitalBloomsTaxonomyGuide.pdf

Common Sense Education.  (n.d.). Bloom's digital taxonomy. Retrieved from https://www.commonsense.org/education/videos/blooms-digital-taxonomy

McBride, T. (2018, August 20). The mindset list: Class of 2022.  Retrieved from http://themindsetlist.com/2018/08/beloit-college-mindset-list-class-2022/

Quevillon, K. (2018, October 18). Blooms revised taxonomy: 3 ways to reshape the pyramid [blog post].  Retrieved from https://tophat.com/blog/blooms-revised-taxonomy-pyramid/

Schrock, K. (2019, May 28). Bloomin' apps. Retrieved from https://www.schrockguide.net/bloomin-apps.html

Social media and the library- Is this a good idea?

When I told my parents I was going to school to become a librarian, they were like, "What?  Libraries are dying!  Why would you want to do that?"  Well, libraries are not dying, but they are changing.  The library is no longer just a place to go read or study.  The library is a vibrant and ever-changing place where technology is welcome and incorporated into everything we do.
One aspect of technology that is growing is social media.  Our students are on technology- or wish they were on it- nearly 24/7.  When I look at our parents, I see them on their technology nearly 24/7 as well.  Social media is here to stay, and with the constant changes and developments in education and technology, we in the library need to get on board the tech train.  So, how can we harness the power of social media in the library?

Enter Facebook, Twitter, and Instagram.  Each of these social media apps has some tremendous benefits to education as well as some drawbacks.

Facebook is a social media platform that has been around since 2004 and is currently the largest social media platform in the world.  It was created for college students to be able to share information and control how much or how little information they shared about themselves while they used it.  Thus, it is an ideal platform for sharing information.

Libraries are using Facebook to share a great many things.  In looking through several library pages, elementary, middle, and high schools, I found that libraries are sharing a plethora of information through this platform.  Some of the fabulous bits libraries are posting include:

• Sharing upcoming library events (literacy night, movie night, Battle of the Books)
• Sharing pictures, videos and outcomes of the library events 
• Library and school celebrations (students winning awards, teams winning competitions)
• Important school information like school closings
• Prizes and awards our students have won (free books in the library)
• displays we have up in the library
• Pictures of classes and other groups using the library (English class holding a "book tasting" and a math class reviewing Geometry in a hands on activity)
• Keeping students engaged over the summer with ideas such as a summer mystery game where the librarian posts clues throughout the summer
• Book fair information
• Links to the library newsletter and other school pages
• Community participation in the library- such as a zoo visit
• Library information- such as the library's yearly report, how to work toward and earn a Library honor cord for graduation.

Facebook positives:

• Our stakeholders are using it.  Board members, principals, and community members are on Facebook and can see what we are doing with the resources they are providing us.
• Parents are using it- this is a great way to keep parents involved and in the know about what is happening in our libraries.  
• It is a great app for sharing videos.
• It works well for sharing information (videos, pictures, articles, etc.) with a lot of people at once.  
• It is easy for people to find and "follow" your page so that your "feed" shows up whenever they log on.

Facebook negatives:  

• Teenagers seem to be moving away from Facebook in favor of other apps such as Snapchat and Instagram
• There don't seem to be a lot of comments on the posts

Twitter began in 2006 when its founder wanted to be able to share text messages from his phone with several friends through a provider.  Thus, Twitter is great for creating short messages that can be shared easily with many people quickly and widely.

There are some amazing humans on Twitter sharing fantastic ideas specifically geared to benefit our schools and libraries.  Some of these people are:

• Kathy Schrock (@kathyschrock) is a big name in the world of technology, and has been an Apple Teacher of the Year.  Her information is ultra current.  She invites others to post and add to the conversations she starts.  Her posts focus mainly on:
•  reviews about tech she has tested out
• links to hers and others' ed tech websites
• updates on apps
• workshops teachers/librarians/educators can attend
• cool news in the tech and tech ed world

My favorite thing she does is to share what she has learned with us.  For example:

• Linda Braun (@lbraun2000) is a Librarian, past president of YALSA, educator and teen advocate.  Her tweets seem to focus on YALSA, workshops, building community, activism, and getting students thinking and promoting ways to get them thinking critically.  

My favorite thing about her is that you can tell, from looking at any few of her tweets, that her heart lies in our students and advocating for them.  As is shown here:

• Alan November (@globalearner) is a "Globe Wandering Educator", the founder of November Learning, an author, and host of Building Learning Communities conference.  While many of the tweeters on Twitter are sharing great information, @globalearner seems to share more of his own ideas on improving education through teacher strategies, tech tools, sharing ideas and information literacy.  He focuses on collaborating and the First 5 Days program.

My favorite thing that he does is share quick ideas to help educators.  For example, here are three posts in a row with quick, great ideas: 

• The Daring Librarian (@GwynethJones) is a Google certified, future ready mover and shaker, an ally and innovator.  Her self-description is hilarious, and her Twitter homepage is bright and colorful.  I loved her before I even started to look at her tweets.  In reading through her tweets, I saw tweets sharing free resources, "how to"..., neat ideas, books, ways to love our students, school activities, school updates, and tech updates.  Also, her tweets are hilarious, positive, and uplifting.  

The one thing I loved that she shared that I didn't see in anybody else's tweets was self-care.  She had uplifting quotes and more than one update on the newest release of The Great British Bake-off.  Reading the tweets of @GwynethJones makes me happy- and what more can I say than that?  Here's a self-care post followed by an uplifting post sharing amazing news from her school:

• Jim Lerman (@jimlerman) is an "Architect of Ideas and Implementation", author, speaker, educator, and project director.  He tweets about flipped learning, the best learning environments, shares links to innovative ideas, ideas for actual spaces to be utilized well, educational links about history and science, articles on education, critical thinking, technology, inquiry, arts in education and Project Based Learning.  His links all go to substantive articles and information.  

What I like best about him is that he really appears to be the "architect of ideas and implementation" he claims to be in his Twitter description.  I didn't know what that term meant, but as I looked through his tweets, they show me what that means.  I am intrigued by his work and plan to follow more of what he is doing.  He thinks differently than I do, and I appreciate that.

Twitter positives:

• Excellent for collaboration
• Short messages hold attention easily
• ultra current information
• Students love writing tweets!  

Twitter negatives:

• It is not great for long pieces and requires following links to get to in depth information which many people just don't want to have to do.
• The app can be frustrating for people not practiced in the art of moving quickly through a lot of information.

Come grow with me on Twitter @ktbmom3!

Instagram is one of the largest-growing social media platforms around.  It was created in 2010 with the sole purpose of communicating messages through images, commenting and liking.  Thus, Instagram is a great way to share pictures and videos.  It also has a new component called a "story"that only stays up for 24 hours.

How can we use Instagram in education?  In the classroom?  In the library?  There are many ways people are using this platform to further teaching.  I have a friend who has been using Instagram for a few years to put up interesting pictures for students to write about.  He has used it for creative writing, journal writing, dialogue writing, etc.  Some amazing pieces have come out of this.  Some other ideas for working with students include:

• Showcase student work
• Spotlight a student of the week
• Have students find elements of art and design in the images they find
• Use it to promote the yearbook
• Students can find pictures to create stories of ecosystems, life cycles, etc.
• Students can find images to portray a culture they are studying
• Reading recommendations can be shared (either in images or videos)
• Creating fictitious Instagram accounts for historical figures, favorite characters, etc.

Some ideas for sharing with the school family and community include:

• Showcase displays and bulletin boards that look fantastic
• Share images from field trips and other school events
• Promote activities going on in the library

Instagram positives:

• It is visually appealing, and a picture is worth a thousand words, so count this positive a thousand times!
• It is easy to follow, even for the tech-not-savvy
• Great for sharing an important moment, memory, or idea
• Young people love it
• It is growing very quickly, so people have it

Instagram negatives:

• This platform is not set up for long articles 
• You need to have an image or video to post

Come visit my Instagram! I am in the process of growing it to be more educational/ library-oriented and I would love for you to see the fun things going on at: https://www.instagram.com/ktbmom3/ 
Here are some posts I have made recently about shenanigans in the library:

             .               .           
Here is my latest story:

First image of my story 

IN CONCLUSION
Libraries have been at the heart of education since the beginning of civilization (literally).  New technology has come and stayed and come some more.  Libraries have adapted and grown and become technology hubs.  The advent and rise of social media is nothing to be scared of.  In fact, social media is an amazing tool that we can harness and use to collaborate and communicate with our students, faculty, community and stakeholders.  We can turn the use of social media from a source of frustration in the classroom into another outlet our students can use to think critically and creatively. You've got this friends!

Resources:
Facebook https://www.facebook.com/ 
Facebook logo image taken from: https://en.facebookbrand.com/assets/f-logo/
Information about Twitter taken from: https://www.thoughtco.com/twitter-1992538
Twitter logo image taken from: https://twitter.com/twitter
Rankings of social media companies came from: https://influencermarketinghub.com/50-social-media-sites-you-need-to-know/ 
Instagram logo image taken from: https://pixabay.com/illustrations/instagram-symbol-logo-photo-camera-1581266/
Instagram uses take from: https://www.weareteachers.com/10-surprising-ways-to-use-instagram-in-the-classroom-2/
and https://prezi.com/fvbrbbznr7ee/using-instagram-in-the-classroom/ 
How instagram started taken from: https://medium.com/@obtaineudaimonia/how-instagram-started-8b907b98a767 
Top image taken from: https://www.ebsco.com/blog/article/ten-tips-to-master-social-media-at-your-library 
Bottom image taken from https://www.tricitynews.com/news/coquitlam-library-to-get-the-word-out-with-social-media-ambassadors-1.23167713