The following activities are designed to stimulate a current events discussion. Generative in nature, these questions can be a launching point for additional assignments or research projects.

Teachers are encouraged to adapt these activities to meet the contextual needs of their classroom.

In some cases, reading the article with students may be appropriate, coupled with reviewing the information sheet to further explore the concepts and contexts being discussed. From here, teachers can select from the questions provided below. The activity is structured to introduce students to the issues, then allow them to explore and apply their learnings. Students are encouraged to further reflect on the issues.

Core Skill Sets:

These icons identify the most relevant core skills students will develop using this resource. Learn more about the WE.org Learning Framework at www.weday.com/weschools.

VOLUME 10 | ISSUE 35

LIBRARIES: RELICS OF THE PAST OR MORE RELEVANT THAN EVER?SECONDARY RESOURCES

BACKGROUND INFORMATION

• Libraries—collections of written documents—are known to have existed for thousands of years. Archaeologists found a collection of 30,000 clay tablets that dates back more than 5,000 years to ancient Mesopotamia, in what is now Iraq and Syria. (History Magazine)

• One of the most famous libraries in history was the Great Library of Alexandria, in Egypt. It was founded around 300 BCE. The library amassed a collection of more than 750,000 scrolls from all over the known world. By the start of the Common Era, the collection is believed to have been lost to centuries of fires and theft, and historians believe the library was finally destroyed by war around 391 CE. (Encyclopedia Britannica)

• The first known library in Canada was a private collection belonging to a French lawyer and scholar named Marc Lescarbot, who came to Canada in 1606 and lived in Port Royal, Nova Scotia. (Canadian Encyclopedia)

• The first public library in Canada was opened in 1796 in Montreal. (Marianopolis College)

• There are roughly 600 public libraries across Canada. (OCLC)

• Over half—56 percent—of Canadians will visit a library at least once a year. Canadians make about 100 million visits to libraries every year, only slightly less than the number of times we visit movie theatres (112 million visits) and 20 times more often than we attend NHL hockey games (5 million visits). (OCLC)

• Canadians use free wi-fi at public libraries more than three million times a year. (OCLC)

• More than 300 public libraries offer technology training classes, assisting approximately 16,000 Canadians every year. (OCLC)

• An estimated 204,000 Canadians get help from libraries in seeking jobs every month. (OCLC)

gNOTE TO EDUCATORS g

KEY TERMS

Archaic—Something that is very old or old-fashioned and not very useful in modern times.

Financial literacy—Understanding how money works in the world and how to manage it.

Lambasted—To criticize something harshly.

Repository—A place where a large quantity of items are stored.

Sharing economy—An economic system based around lending, borrowing and trading goods and services.

Tenacious—To hold onto something intangible (not physical) firmly.

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Modern libraries are about so much more than books. (Photo: kate_sept 2004, Getty Images)

THEMES AND COURSE CONNECTIONS • Themes: Activism, Economy, Education, Socially Conscious Living,

Values and Ethics, Local Issues

• Course Connections: English, Career Studies, Interdisciplinary Studies !

MATERIALS • Paper and writing utensils

• Computer with Internet access and projector ! SPECIFIC EXPECTATIONS AND LEARNING GOALS Students will: • Develop and express responses to issues and problems

• Reassess their responses to issues on the basis of new information

• Participate in active group work and class discussions

• Communicate effectively in writing, speaking or visually

• Demonstrate the ability to think critically

• Develop, express and defend a position on an issue ! DISCUSS 1. By a show of hands, how many of you have a library card? How

many use a public library at least once a month? What do you use the library for?

2. What is the purpose of a library? Who funds public libraries? Explain how.

3. How can a library serve the community it belongs to? How are libraries equalizers in communities?

4. What are the examples of activism mentioned in the article? Why does the closing of libraries fuel activism?

5. Are libraries worth protecting? Explain why or why not. 6. If libraries didn’t exist, how would the community be affected?

Who would be most affected? 7. Are there any alternatives to libraries? Would they be better,

worse or the same as libraries? Explain your answer. 8. What is a sharing economy? Provide examples. 9. Before reading the Global Voices column, were you aware of all of

the programs and tools that public libraries provide? Has this changed how you feel about public libraries? How? !!!!!!!!!!!!!!

DIVE DEEPER As an important part of a community, have students engage with the traditional and modern concept and purpose of libraries. Use one or more of the following activities to help students consider the role of public libraries in their lives and the life of their community.

• Set up an orientation session for your students at the local public library. If it isn’t possible to visit the library, invite a librarian to visit the class.

Before the visit, ask students to prepare a list of questions to ask. Students may want to complete some research to become better acquainted with programs and tools offered by other libraries first.

• Have students design their ideal library. This may take the form of architectural designs of the building or floor plans or be a program guide that describes all of the programs offered by the library. Students should keep in mind all of the different people that may use the library. For example, how will the library be accessible to people with disabilities? How will new community members such as new immigrants be served through programs? Etc. Students should prepare a presentation and explanation of their designs and plans to the class.

• Have students create a “then and now” narrative for libraries. Have students research the history of libraries and the integral role they played in creating literate and educated societies. Then have them explain the future role of libraries in society, highlighting the role of new technology.

• Instruct students to create an awareness campaign to promote the library and the programs they offer. Students may use any medium they choose such as social media, school announcements, web, video, school/community newsletters, posters, etc. They should consider the audience they want to reach and create a campaign that speaks to this specific audience. Students should provide a pitch summary for their campaign. Extend the activity by having students present their ideas to the library for actual marketing.

• Rewrite or recreate the song “Having fun isn’t hard when you’ve got a library card” from, the cartoon Arthur. The song should feature other programs and tools offered by the local public library rather than just the traditional book offerings that are featured in the original version of the song.

• If your class has a buddy program with a younger class, have your class create a scavenger hunt to help their buddies become more familiar with the library and all that it has to offer.

• Encourage students to sign up for a free library card if they are interested in taking advantage of the benefits of being a part of the library community.

• Have students reflect on what the library means to them. Ask students to write a short story signifying the important role of libraries. !

ADDITIONAL RESOURCES • Arthur “Having fun isn’t hard when you’ve got a library

card” https://www.youtube.com/watch?v=lbXz3MXx2DU

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