 Some of you probably, when you went to school, I'm not dating any of you, even I, probably either had an opportunity to experience this or had, let's say, grandparents who did. And we still want to move from that to something a little bit more creative, more interesting, more engaging, and not just for our students, for our staff, for our community. And so this portion of the presentation talks about what does it really mean for schools and school jurisdictions. So Chinook's Edge set up a great visual for us, and we thought we would include this in the presentation where they take a look as a group, what are those key elements in a learning commons that virtual space? Now that we have accessibility throughout Alberta in various degrees, what can we do to support a virtual space outside of our physical learning commons space that we're used to seeing? And then not only are we talking about those two as spaces, but let's look at the pedagogy behind it. It's not just up to the library technician or the library learning commons staff to just provide an opportunity to take out books or to do research or write exams, but involving some of the inquiry-driven pieces in the projects that staff and library technicians could collaborate with, as well as students and community members. And then finally, we need to take a look at what kind of learners do we have. That relationship we're building with all our staff and students, that allows us to make it more centered on all our learners, students, the collaboration, the personalization. So even if you as leaders think in your school division, we've got this great set of key elements, you know that per school site, it will look slightly different because of age, because of the culture. So I think it's a great key element, great framework for you. A couple of years ago, this quote came about and actually one library put it on its front door. So when students came in, that's what they saw before, they came into, at the time, they still called it a library, but it welcomed the students to understand that this is a different place. This is a place to, yes, read. This is a place to discover. This is a place to reflect, but we also get to experience things and experience learning. And so you can see here's some pictures of some of the students in Parkland School Division. Do you see books in the hands of students? Not right in these particular images, however, they're still there. We're not getting rid of print-based materials, far from it. We're enhancing it with all sorts of different opportunities for our students and connecting curricular areas that could happen within and outside of the learning commons. We also, as you can see, have different types of physical spaces for students to sit or lay down or stand. So also that environment, that physical environment changes. We're going to take a couple of minutes to take a look at Siba Beach School. This is a rural school just outside of Spruce Grove, Stony Plain area on the way to Jasper. It is a kindergarten to grade nine school. The school originally used to be a K to 12 school. So it's quite a large school, however, we don't have as many students now that it is kindergarten to grade nine. It is also filled with about 25% FNMI population. So we really want to work with the literacy and numeracy development with those students. They had so much room that they have, you'll see, an upstairs learning commons and a downstairs learning commons. So please take a look at Siba Beach. Siba Beach School Library to Learning Commons, one step at a time. Siba Beach School is a K to nine school with a relatively small population and an expansive building. We were able to expand the learning commons space into the attached area on the lower level because the computer lab was made redundant by the usage of laptops and Chromebooks. The cramped traditional library space on the upper level was divided into two spaces, a middle years learning commons on the lower level and an early years space on the upper one. Both spaces incorporated a reading and relaxing space and a maker space, including a green screen for each age group. The middle years commons was developed with the intended users in mind. The reading area was set up to facilitate their socialization and comfort and the maker space included a countertop space with comfortable stools. For the more traditional users, there is also table seating with standard chairs. The collection also reflects the intended user. There are face out display racks for graphic novels and magazines and for popular series, including a large collection of high interest, low vocabulary novels written for the middle years age group. The fiction collection includes a wide variety of novels that are current and popular with teens. At this grade level, the nonfiction and reference needs are largely supplied by the internet, but there is a small nonfiction component to the space, primarily to support the students browsing for materials on subjects of interest to them. The early years commons area is very different and reflects the needs of an entirely different age group. There is a wider variety of seating, both for relaxing in the reading area and more formal uses in the maker space. The room has two distinct areas to facilitate the use of the space by multiple users at the same time. Book displays are all at the user's eye level with face out displays for picture books, graphic novels and nonfiction materials to encourage book selection by the younger students. Only chapter books are displayed spine out and most of the chapter book selection has been purchased and is organized in series to reflect the preferences of the younger students. The maker space in the early years area is very large, has a number of low group tables and a wide variety of materials and games to facilitate exploration. The space is designed to be used by classes doing science experiments, art projects and any other uses that the staff and students may wish to explore. All bookshelves and furniture are on casters for easy reconfiguration of the space, should there be a group presentation and author visit or even a Christmas concert or group celebration. Anything is possible in these two spaces, both provide a wide variety of options for display of the creations of the students, whether they be two or three dimensional. The uses are limited only by the imagination of the users and change will be on a continuous basis, one step at a time.