TIME published a very short article yesterday on the future of libraries, reporting on several ways "feisty librarians" are creatively responding to shrinking budgets and greater demand for services. I thought that non-librarians might be interested in seeing some examples of how libraries are trying to reinvent themselves. Perhaps there are even some ideas to take away for consideration.

Libraries are trying to meet people where they are. Bookmobiles have been around for ages, but now libraries are exploring some new outreach models. For example, the Free Library of Philadelphia set up library Hot Spots in underserved neighborhoods, which are equipped with computers, printers, and small reference collections. Also, last year the Carnegie Library of Pittsburgh (where I used to work!) opened a “library without walls” open only on the weekends at the popular Pittsburgh Public Market.

In February at the Harvard Initiative for Learning and Teaching (HILT), Cathy N. Davidson caused a stir when she challenged her fellow professors:

If we can be replaced by a computer screen, we should be.

Davidson, professor at Duke University and co-director of the Ph.D. Lab in Digital Knowledge, recently followed up on this statement in a brief and thought-provoking article for Co.Exist (ht EdSurge). She believes that many profs can be replaced by computer screens, citing several examples of highly motivating MOOCs from major universities.

But not every MOOC is Carnegie-Mellon’s brilliant statistics course and not every classroom has 600 students texting as a boring prof drones on. Both are stereotypes. And since every workplace survey says communication skills, critical thinking ability, collaborative skills, and ability to understand diverse cultural contexts and acuity at diagnosing problems and finding creative solutions are the most prized qualities in future employees, one wonders how one would ever learn those through MOOCs, even those accompanied by peer-learning components.

I just read on Inside Higher Ed about an experimental social learning component that Stanford is adding to one of their most popular iTunes U courses (iPad and iPhone Application Development).

They are using the platform Piazza, which Megha reviewed on the EdLab blog last summer, to enable students to interact and learn from each other. At this point, it's just a pilot program for the summer to see how it works for such a big community of learners, so we'll see what kind of implications it has for social learning and the architecture of Piazza's system in a few months. I am not sure if I would want to be one of the teaching assistants moderating the discussion boards for

As online learning becomes more normal, there is a growing need for research and training on effective online teaching. Last week, TIME magazine published a story about Jane Good, a full-time online K-12 science teacher in Colorado. She teaches 125 middle and high schoolers at the 21st Century Virtual Academy, part of JeffCo public schools. Good shares some thought-provoking reflections on the benefits and challenges of the virtual classroom.

There are many advantages to making online learning available to students, especially for those who are self-motivated.

Today's virtual students choose online learning for numerous reasons, from supplementing their studies with specialized courses to making up classes they've failed. Athletes, performers and students with special health needs may all be drawn to online studies.

For all of you EdLab runners, here's a snazzy new infographic from REI on Running Style and Your Shoes:

I noticed that Kate and Sharath both posted on the transformative MOOC model of online learning. Since MOOCs have potential to significantly impact the future of education, I wanted to share a conversation from The Chronicle of Higher Education. The Chronicle asked four professors of different subjects, teaching on different platforms (Coursera, Udacity, Udemy, and Blackboard), to share their thoughts on the experience of teaching free online courses to thousands of students. I will post a couple of the most inspiring and thought-provoking highlights here, perhaps there will be something we can learn from the professors as EdLab considers the value and process of the MOOC model and different platforms.

Last week the publisher McGraw-Hill and the online, nonprofit Western Governors Univeristy announced a “pay-for-performance” textbook deal with a unique pricing structure. (via EdSurge)

In exchange for McGraw-Hill agreeing to provide e-books and other learning tools at discounted flat fee, WGU will pay a “premium” for every student who passes the course using the materials. While McGraw-Hill anticipates making 10-20% less money than normal, as a bonus they will receive anonymous data about how students use their content.

In return for McGraw-Hill agreeing to take on some responsibility for student performance, WGU says it will share intelligence on how students are using the McGraw-Hill content — such as what course modules and e-texts portions students are looking at and how that correlates with student success.

Inspired by Greg's recent post, I researched several of the dynamic people who will be presenting at the ALA Virtual Conference next month. One of the most inspiring librarians I discovered is Brian Mathews, Associate Dean for Learning & Outreach at Virginia Tech, who blogs as The Ubiquitous Librarian for The Chronicle of Higher Education. In a recent post, he shared a recent project titled, "Think Like a Startup: A White Paper to Inspire Library Entrepreneurialism." Basically, he translates ideas from startup culture to libraries (and other educational instituions) who are being required to rethink/rebuild/repurpose what a library (or school) is and what it does. Mathews wrote this paper to "stir the entrepreneurial spirit" of librarians, and it definitely resonates with EdLab’s mission.