Samantha Rogut Head of Library and Information Services K-6

Passive programming in the Primary Library

Why?

As Clutter (2019, p.18) recommends, we should constantly assess how our library programs fit the needs of our users. Having spent much of 2021 in lockdown, students appeared excited to be able to borrow physical books from the library. However, we realised that there were younger library users who were unfamiliar with the library. Some had not used the space for nearly a year. Similarly, there were older students who had joined Emanuel during 2021 and hadn’t yet engaged with library services in a meaningful way outside of their mandated weekly library lessons. We sensed that “by focusing only on active programs, we were not reaching our customers” (Clutter, 2019, p.18) and therefore, not fulfilling their needs.

What?

Our goal was twofold:

• to have students engage with the library services and
• to enrich students’ library experience.

We envisaged that this would also result in an increase in user traffic in the library. 

How?

To do this, library staff decided to employ passive programming as “a way to engage library customers at their own pace and interest level-through self-directed activities” (Willey & Amaral, 2021, p.1). “Passive programs are activities that (students and teachers) can participate in with little or no assistance” (Sorenson, 2022, p.17). Reading and borrowing books do not have to be the focus of passive programming, although having students in the library space encourages both these activities. Passive programming is not about making board or card games available for use. Whilst these are engaging activities and do take place in the library, they don’t provide opportunities for library users to express themselves within the library space.

As Stoness, (2021) espouses, passive programming is a way for students and staff to keep connected to the library. Passive programs may form an adjunct to an explicit teaching program; for example,

• Students studying character descriptions in Year 1 might engage with a post it note activity in the library where they name their favourite book character and justify their choice. They may choose to add their ideas and justification to the poster at the circulation desk for public viewing.
• Students studying persuasive texts in Year 4 might engage with a ‘Would you rather…?’ activity where they vote on their choice of two opposing activities, adding their name to the library whiteboard to cast their vote.

Both examples are incidental to the students’ library visit and not staff directed yet they create a sense of belonging to the library and encourage students to engage with the library staff and other library users.

Other passive programming activities may appear to be unrelated to curriculum content and used solely to enrich the students’ library experience. An example of this would be the ‘Book in a Bottle’ activity that is currently running in the library. Students have the chance to guess which book has been cut up and placed in the bottle with a book prize being given to the first correct entry drawn.

Results

Since implementing passive programming activities we have noticed:

• An increase in user traffic flow in the library, with students bringing their friends with them to the library at lunchtimes.
  
  

  Engaging in the library

• An increased sense of ownership amongst students. They find their own way around the library and interact with library resources unassisted.
• An increase in students engaging in conversation with one another and library staff.
• Staff are commenting on and participating in the passive programming activities. 

Outcomes have been measured by tracking the number of times students engage verbally with library staff and tracking the number of students who visit and stay in the library during lunchtimes. We have also made anecdotal notes about how staff and students have reacted to the passive programming initiatives. Library staff will continue to monitor the success of each activity and create new passive programming activities to engage users. There is no end point.

Passive programming has a distinct purpose. It is a means of engaging students and staff, our library users. Willey and Amaral (2021) suggest that it results in increased interactions with library users. In the short time that we have employed passive programming it has helped us build our following, get to know our users and have them connect with each other and the library. The activities created to support passive programming add value to our user’s library visits by creating opportunities for students to “interact with staff, other library users, and materials and services” (Willey & Amaral, 2021, p.1).

References:

• Clutter, K. (2019). Nothing passive about passive programming. Texas Library Journal, 95(1), 18-19. Retrieved from http://ezproxy.library.usyd.edu.au/login?url=https://www.proquest.com/scholarly-journals/nothing-passive-about-programming/docview/2266908405/se-2
• Kohnle, A., Ainsworth, S. E., & Passante, G. (2020). Sketching to support visual learning with interactive tutorials. Physical Review.Physics Education Research, 16(2) doi: https://doi.org/10.1103/PhysRevPhysEducRes.16.020139
• Willey, P., & Amaral, A. L. (2021). The passive programming playbook: 101 ways to get library customers off the sidelines, ABC-CLIO.
• Stoness, H. (2021). There’s Nothing Passive About It! Canadian School Libraries Journal, 5(1) Retrieved from https://journal.canadianschoollibraries.ca/theres-nothing-passive-about-it/

Joshua Aghion – Co-ordinator of Innovation (K-6)

Parental controls on apps

This week I was reminded about the readiness of tools available to parents to help support their children making positive choices when online. There are a suite of products on the market which are designed to give parents control over their children’s devices. As I spoke about last week, starting with a technology agreement is a wonderful way to begin the conversation. Following this up with a tracking app is one way you can help support your child continuing to make those positive choices in regards to the amount of time they are on their device and the types of activities they are engaging in.

Here are a few suggestions of apps and services that you can try if you are interested in implementing a tracking of your child’s use of technology: 

1. QuStodio is an American based company also operating out of Europe with a tight Privacy Policy meaning they won’t sell your data. This app can be downloaded onto five devices for $83 per year or on a monthly subscription. It will allow you the features of filtering content on devices and apps, monitoring screen time and activity, setting time limits, location services, including geofence alerts (be notified if your child leaves school or home) and tracking calls and sms to keep informed on scam alerts. 
2. Google Families is a free Google application that will link your Google Account to your child’s google account. With this app you will be able to set screen limits, manage and secure your child’s device including locking content and see where they are located. Whilst this has limited capability, it is a great start to track how your child is using their device. 
3. Family Safe Accredited Services – There are many services that allow you to set up family filters on your home internet system. This website offers many of those products which you can explore. Each has been accredited and provides families with more control over their home internet settings and applications. 

As always, if you have any questions or feedback, please feel free to get into contact.