This article was written by Lily Schmidt,
iACT AmeriCorps Member & Refugee Career Coach.
I recently invited my students on a field trip to Austin’s newest public library, the Central Library. If you haven’t seen it yet, it’s a magnificent structure on Cesar Chavez with beautiful views of the river. This new building boasts 6 floors, including aspecial events center and a rooftop garden. With a completely open center, crisscrossed by what I’ve deemed ‘Harry Potter’ staircases, one can see from the 6th floor all the way down to the ground level. The library design also allows for maximum adaptability. None of the shelves or furniture are stationary, all can be moved as needed. One problem many older designs come across is the inability to keep up with the changing technology, such as the growing need for an electrical outlet in every space. The library has outlets everywhere, even in places where there is currently no seating. All of this allows the space to be incredibly dynamic—it is able to be adapted as needs change in the future. I’m waxing poetic, however. This story isn’t about the library, per se, but rather the experience my students and I had while visiting.
I work with iACT’s adult refugee program specifically, teaching workforce and computer literacy classes at two sites. When I invited the students from both of my classes to join me on this ‘field trip,’ I had to first explain the concept: “It’s an opportunity to leave the classroom, the space we always learn in. It’s the chance to learn something new in a different space.” My enthusiasm for this excursion helped bring several students on board. The weather on the day of the field trip was dreadful—it was cold and rainy, rather unusual for Austin. I met two of my students downtown and we set off to take the bus to the Central Library. Trudging through the cold rain to the bus stop, they were such troopers. I was chattering excitedly on our whole journey. Upon our arrival, other students met us and we commiserated about the weather. Then we walked to the gift shop and signed up for the free tour.
I mentioned to the tour guide that English was the second language of my students, and she agreed to keep that in my mind as we took the elevator to the 6th floor and began our tour. I encouraged my students to ask questions, and they did. They are, as ever, devoted learners. We marveled at the Children’s floor, the ‘Tech Petting Zoo’ and the shared learning spaces.
What struck me most as we toured the library together, had nothing to do with the space itself. I felt a deep connection with my students. Outside of the classroom, we were not Teacher and Students. We were a group of people who like learning, and who were all rather enamored of this beautiful new space that was free for us to use! When I ushered them over to see the view of the river and they smiled at my over-the-top excitement. One of my students tapped me on the shoulder and pointed at the glowing floor I had not noticed. We took pictures and videos, and ooh-ed and ahh-ed over all of it. I felt a rush of affection for these people who had took time out of their day, trudging through the cold rain to accompany me on a field trip to the library. And even more, who were as genuinely excited about the experience as I was.
At the end of our tour, I took them all to the front desk to get library cards. We talked through the English of the application and I helped them complete it. I was reminded of when my parents took me to get my first library card that was all my own. It felt like a gift. I felt privileged to help them get theirs, to give them that gift. And more so, I felt humbled by our shared experience. The eagerness, joyfulness, and playfulness they brought to the field trip made it truly remarkable. They’ve given me a gift by allowing me to be their teacher and friend.
