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Far too much of education revels in knowing rather than not knowing. Sitting fastidiously in a place of not knowing is one of the hardest, most rigorous, parts of learning. But this is rigor of a different color. Learning is not something we can script in advance. Syllabi should be living documents, co-created with students. Full of possible paths. Not a barrel of predetermined outcomes, carefully crafted to be specific, measurable, loved by our accrediting bodies. Outcomes, and rubrics or assessments we design, should be wild-eyed and tentative. Assessment as an act of agency, a learning activity in and of itself not something delivered ex post facto by an external authority.

The Center for the Future of Libraries works to identify trends relevant to libraries and librarianship. This trend library is available to help libraries and librarians understand how trends are developing and why they matter. Each trend is updated as new reports and articles are made available. New trends will be added as they are developed. Although the focus is on libraries rather than school libraries this useful resource bank