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28 Ontario School Library Association Design Thinking Through a Bookmark By Alanna King Supplies: • Cardstock (plain and patterned) cut into 2"x 6" strips • Hole punch • Various stickers • Alphabet stickers • Corner rounder • Ribbons, embroidery floss, yarn, beads, charms, etc. Instructions: 1. Empathy: In design thinking, we always start with empathy for the user/client first. Think of someone who needs a bookmark. What do they like? What kind of reader are they? What are their interests? Use your answers to make each choice. 2. Define: Discuss the function of a bookmark and how many different bookmarks people have seen. 3. Prototype: Select two pieces of cardstock - one printed, and one plain. Stick these together so that the desired faces are facing out. 4. Ideate: Next, how can this bookmark be further improved for the user experience? Perhaps the corners are sharp and can be rounded. 5. Prototype: Perhaps, the bookmark will fall into the pages so add a tassel or ribbon to help mark the place of the user's reading place. 6. Prototype: Individualize the bookmark with initials or stickers to set their bookmark off from others in a personal way. 7. Test: Give the bookmark to the user you intended it for and get their feedback. For More Information: IFLA's School Library Committee: ifla.org/school-libraries UNESCO's Work in Sustainable Development Goals: sustainabledevelopment.un.org UNESCO's Media about the Event: • unesco.org/new/es/media-services/single-view-tv-release/ news/argentina_proposes_to_transform_its_school_ libraries_into_in • unesco.org/new/en/media-services/single-view/news/ more_than_500_school_librarians_convened_around_the_ transfor products, even though I knew they were capable, and I had watched them demonstrate my expectations in class. I began to use the Triangulation of Assessment, capturing and valuing my observations and conversations during the process, and treating them as important as the final product. As a teacher-librarian, this strategy allows me to help assess students through conversations and observations by having predetermined criteria constructed in collaboration with the teacher. Being an enthusiastic participant in assessment and having a bank of ideas for capturing criteria has made me very popular for collaboration. Having real tools that the library staff could take away for observation and conversation appealed to this audience of school library stakeholders. It would be difficult to spend any time in Buenos Aires without having some understanding of the history that has kept this country from moving into the world ranks of economic stability. I did a quick three-hour tour on the day I arrived to try to get a feel for the place. Spain first made contact with this part of the continent in the early 1500s, and the evidence of Spanish colonialism is everywhere, making Buenos Aires feel like a European country. The architecture is ornate and regal, a loaf of Italian bread is served at every meal, and the wine is decadent. The ostentatious government buildings stand in stark contrast to the numerous homeless in the city. Giant gates surround each historic building and armed guards are everywhere. Currently there are many people from Venezuela, Bolivia and Chile who are seeking a better life in Buenos Aires. The Argentinian people are passionate. I joked that my cheeks were worn out from all the kisses. Their presentations were passionate too. The audience really responded when Walquiria Salinas (her name translates to Valkyrie as her father was a huge fan of Wagner), the director of school libraries, spoke passionately about the need for change and also the need for fresh resources and infrastructure. When she finished, the audience stood and shouted their appreciation for her fiery speech. After 30 hours of travel, and barely four days in Buenos Aires, I'm no expert of the issues they're faced with or the barriers they need to overcome to make change possible. But the cultural opportunities for sharing ideas were so rich, I couldn't get enough. If I could work like this every day in this environment, I would never retire. So, I'm going to try to make myself even more valuable to UNESCO and IFLA. I've signed up for a Spanish class. z ...continued from page 27