The topic of world libraries is an interesting one. It was Richardson who said that students now “carry the sum of human knowledge in their pockets” (2012, “Why School?”) and so, upon first consideration, there is no need for world libraries. However, there is a need, yet it is imperfectly met at the present time. With my school-level group we were exploring what research was available, and frankly, it was sparse. Aside from the Bill Gates Foundation’s philanthropic work there was not a clear source for a world digital library. In fact, there are many, whether it be databases, wikis or global learning exchanges such as ePals Global Community. This makes the Teacher-Librarian’s role even more imperative. They must teach students to be digital learners in order to access purposefully and utilize “the sum of human knowledge carried in their pockets.” Teaching and providing learning experiences such as pdf annotations, Diigo and other digital literacy skills are critical. Joyce Valenza articulates a powerful and far-reaching mandate of what the various and dynamic roles of a T-L are in light of the present state and potential future of world libraries: Manifesto of 21st Century Librarians. One area that we found in our research, unacknowledged by Valenza, is the fact that most digitally accessed world libraries also require English. As such, there is a massive demand for English language learning, since most texts and ideas are not as accessible in various languages. This is an issue for educators and T-Ls to be cognizant of as they support their students, and consider issues of representation or lack thereof.

While sharing and processing with my inquiry group we noticed two major connections between world libraries and our inquiry issue(s) of social media in education. We noted that world libraries often can and does include the personal libraries that individuals collect and curate through various digital platforms, such as shelfari or Twitterdeck. As such, educators can and should facilitate student’s learning in developing their personal libraries and how to contribute and connect it to the world. This also offers ripe opportunities for multiliterate learning and inquiry. However, a major obstacle illuminated through our research and discussion was the fact that currently there is not stability in platforms. Throughout the course thus far we have heard of previous digital bookmarking platforms where individuals had curated their own personal libraries were then discontinued, as with Evernote. Today’s example of Google Reader is just the latest example. Therefore it is critical to understand that when world libraries are considered, it is not just the sharing and connecting, but the platform and its longevity, its stability.

Furthermore, as we discussed the notion of personal libraries, often curated and connected through social media, we also noted a critical area of learning that is often overlooked: copyright. Teaching students to be curators of global information through their personal libraries and social media is possible, but so must the issue of intellectual property and copyright, and its changing nature. There are numerous learning experiences possible for all ages in this realm. Students should be taught to explore the difference between copyright and creative commons, as well as taught individual responsibility to properly credit as well as create and contribute to the commons. I’ve attached an Educator’s Guide I created in the past: LLED 481 An Educator’s Guide to IP Final Assignment. This guide outlines the changes, why they’re imperative and what educators from all grades and various fields can do to purposefully and creatively incorporate this essential learning into students’ education as they become purposeful contributors to our world libraries.