After reading a recent School Library Journal article (http://www.libraryjournal.com/slj/printissuecurrentissue/888611-427/we_interrupt_this_program_media.html.csp), the author, Douglas Rushkoff, brought up an interesting point. In the United States, we simply teach kids how to use them for specific tasks, such as writing. In other countries, students are taught not only to use them, but also how to program them. This is an important skill because that will enable them to further develop technology and programs, while, in the meantime, we will simply master the current technology until the next technology is developed, by another nation.
Rushkoff discusses meeting with military officials who expressed real concerns over the future of our military because of the lack of availability to program military technology. By not being able to program the technology ourselves, we become that much more reliant on other countries to do it for us. This is scary because it really makes us very dependent on the skills of others.
The idea of failing to train students the technical aspects of technology reminds me of how many school districts (my own included) absolutely fail to teach students who are interested in industrial technology and arts. We continue to treat almost everyone as though their only option is to go to college, despite the fact that many students would be more successful and happy to do more technical type jobs.
In short, the author accurately points out that we need to continue to develop our literacies in how things work and not just how to work things. If we continue to let others do the programming and technical work, we will constantly be behind in innovating new technologies and it will be just a matter of time before we fall behind fast both economically and militarily. We need to be sure that we are not simply allowing ourselves to fall behind without even making an earnest effort to keep up.
Wednesday, May 4, 2011
Privacy Issues
I was reading an article in the April edition of the School Library Journal recently about student privacy rights in regards to school libraries. I found it to be an interesting subject from my perspective as a history teacher and enlightening due to my lack of experience actually working in a library. To be honest, I had never really thought much about privacy issues beyond knowing that my school librarian has been a strong advocate for confidentiality of circulation records for students.
The law is relatively clear on privacy issues related to student circulation history: no state gives school officials a right to access a student's circulation records. I found this somewhat surprising because the Bill of Rights is most often applied quite narrowly to students and has been even more so since the Rhenquist Court in the 1980's and 1990's. Some states (15 in all) do allow parents or guardians to have access to their child's circulation records. I was actually pleasantly surprised that that number was not higher as well.
The article alluded to the fact that the internet and other technology have upped the ante somewhat regarding privacy issues. Because most districts have acceptable use policies, often student internet use is watched and sometimes recorded. Bearing that in mind, privacy is at a minimum. This does not mean that librarians should be less vigilant about protecting student privacy rights in the library though.
The article discussed a librarian in California who has created a class to teach students about how to be proactive in protecting their privacy by teaching them online basics such as internet safety and how to protect their online reputation. I think that this is a great idea and was the subject of the wiki that I helped create for this class (great minds think alike, I guess). It is critical that students understand that their online lives can help or hurt them down the road. I really liked her use of the term "digital footprint" with her students to demonstrate the tracks that they leave behind.
Another issue coming to the forefront is the issue of e-readers. I have not used one of these yet so I am pretty uninformed as to how they work; but, it appears that one challenge librarians face is protecting the privacy of users and the materials that they read through the e-reader. It seems if you have multiple e-readers and multiple books, the element of privacy should be able to be preserved. If your library had limited quantities, then it might be easier for people to figure out who had what.
The author offered some relatively simple and clear steps to preserve privacy and follow the ALA's Code of Ethics regarding privacy and confidentiality:
I think that it's important that librarians remain vigilant in protecting students' right to privacy. Teenagers in particular need to feel free to check out materials of use or interest without fear of being scrutinized by school officials, parents, or classmates. Adolescence can be such a rocky time for so many and I don't see anything that can be gained by allowing student privacy to be compromised.
The law is relatively clear on privacy issues related to student circulation history: no state gives school officials a right to access a student's circulation records. I found this somewhat surprising because the Bill of Rights is most often applied quite narrowly to students and has been even more so since the Rhenquist Court in the 1980's and 1990's. Some states (15 in all) do allow parents or guardians to have access to their child's circulation records. I was actually pleasantly surprised that that number was not higher as well.
The article alluded to the fact that the internet and other technology have upped the ante somewhat regarding privacy issues. Because most districts have acceptable use policies, often student internet use is watched and sometimes recorded. Bearing that in mind, privacy is at a minimum. This does not mean that librarians should be less vigilant about protecting student privacy rights in the library though.
The article discussed a librarian in California who has created a class to teach students about how to be proactive in protecting their privacy by teaching them online basics such as internet safety and how to protect their online reputation. I think that this is a great idea and was the subject of the wiki that I helped create for this class (great minds think alike, I guess). It is critical that students understand that their online lives can help or hurt them down the road. I really liked her use of the term "digital footprint" with her students to demonstrate the tracks that they leave behind.
Another issue coming to the forefront is the issue of e-readers. I have not used one of these yet so I am pretty uninformed as to how they work; but, it appears that one challenge librarians face is protecting the privacy of users and the materials that they read through the e-reader. It seems if you have multiple e-readers and multiple books, the element of privacy should be able to be preserved. If your library had limited quantities, then it might be easier for people to figure out who had what.
The author offered some relatively simple and clear steps to preserve privacy and follow the ALA's Code of Ethics regarding privacy and confidentiality:
• Talk to your principal about student privacy in the library and how to resolve various types of record requests in adherence to state and federal laws.
• Request that your board of education adopt a privacy policy stating who can access library patron records and the circumstances under which they may be released.
• Conduct a privacy audit to determine what student data you’ve collected, stored, shared, and used—and then determine what records should be purged.
• Develop a library records retention policy that includes a records-removal schedule and conscientiously maintain it.
• Be proactive and educate administrators, teachers, and all persons working in the library about the need to keep student library records confidential.
• Create and retain as few student library records as possible.
• Set library automation software to automatically delete students’ circulation history.
• Password protect circulation records and provide different levels of access for the adult library staff, students, and volunteers.
• Fold and staple overdue notices so that only the student’s name—and not the book’s title—is visible.
• Make sure that students’ reference questions, reserve and interlibrary loan requests, and the types of books they check out are kept confidential.
• Don’t label and arrange library books by reading levels (a common practice in some schools that use Accelerated Reader) so that students can observe their classmates’ reading levels.
• Teach students how to protect their privacy and to respect the privacy of others.
• Encourage parents to speak directly with their children about their reading choices and what they’ve checked out from the school library.
(http://www.schoollibraryjournal.com/slj/printissuecurrentissue/889643-427/the_privacy_problem_although_school.html.csp)I think that it's important that librarians remain vigilant in protecting students' right to privacy. Teenagers in particular need to feel free to check out materials of use or interest without fear of being scrutinized by school officials, parents, or classmates. Adolescence can be such a rocky time for so many and I don't see anything that can be gained by allowing student privacy to be compromised.
Becoming More Media Literature While Working on Other Skills
The drama unit I teach my English II Honors involves reading Antigone and Taming of the Shrew, two classic texts very entrenched in the time period in which they were written. The culture of both of these eras is fascinating and also very well reflected in the texts themselves. There is so much historical information I could cover here, but it would mean a lot of lecturing on my part. Instead, I break the history down into 24 topics (12 about Ancient Greece and 12 about the Elizabethan era). The students work in partners or alone (their choice) with one of these 24 topics, and they must do the research, decide what’s most interesting/relevant, and present it to the class.
Last year, I had them do this project using Microsoft PowerPoint. Well, let me tell you that the students already know PowerPoint backwards and forwards. They have seen plenty of PowerPoints, and they have created plenty of PowerPoints. This just isn’t anything new for them.
With this in mind (inspired by this grad class’s discussions), this year, they had to think of a different way to present their information for this particular assignment. I showed them some options including Prezi, and it was up to them to figure out what they wanted to use and how it could best be used so long as they covered their important information and had MLA citations. I’m not going to lie: some of their technical frustrations seemed epic. However, I truly believe they grew through this assignment on more levels than my students last year. Working through the new technology forced them to work on those ever-important media literacy skills while working on research and presentation skills.
A flexible literacy
I taught my first high school class today - I was invited in to teach poetry on the narrative of immigration. And it was amazing! But something that really struck me while I was debriefing with the English teacher was how textual literacy is really about more than making literal sense of the words on the page or the words you're hearing. It's also about developing a flexibility - to accept that there are multiple meanings that can lay beneath the surface of a text. It was something that many of the students really struggled with - they wanted there to be a single RIGHT answer. We didn't talk very directly about applications of various understandings of literacies in more traditional settings - how we encourage a flexible sort of literacy as we help students develop more technical literacies skills.
The English teacher had assigned a final project for the students that challenged them to find the right medium in which to express an immigrant's personal experience (they are doing a group interview). That's an incredible kind of media flexibility that I really hope the students take advantage of that and create pieces that explore the ambiguous ways we communicate with each other.
The English teacher had assigned a final project for the students that challenged them to find the right medium in which to express an immigrant's personal experience (they are doing a group interview). That's an incredible kind of media flexibility that I really hope the students take advantage of that and create pieces that explore the ambiguous ways we communicate with each other.
Keeping up with Technology through Constant Budget Cuts
Recent articles I have been seeing over the past few months have prompted me to think a lot about this week’s BB Post on looking to the future of media literacy and technology. In my BB Post on this topic I discussed how one challenge I can see with emerging technology and media tools is simply trying to keep up and stay on top of the latest trends. New tools and tech trends are constantly emerging, and keeping up with the volume of tools, gadgets, programs, and so on is a tough task. How do we decide which trends are the best to focus on? Which will benefit our students and patrons the most? Which ones are worth putting our time and energy into? However, another challenge we are facing right now with media literacy and technology is where to get the funding to keep technology up to date and media literacy programs going.
On a weekly basis I see headlines stating that library budgets are being cut, that schools don’t have the funding to buy new materials for their libraries, or that school librarian positions are being cut. Just this morning I read an article about a school district in Portland Oregon that is letting go of 25 of their 50 school librarians in order to cut 26 million dollars from its budget. (http://www.schoollibraryjournal.com/slj/home/890421-312/beaverton__or_schools_may.html.csp)
With school districts and libraries struggling with budget issues around the country, how on earth are library professionals supposed to keep up with technology trends and make sure they are preparing their students for a more and more heavily media driven world? Media literacy is a top priority right now in school curriculums. It is imperative that schools are instructing their students in technology and media tools so that they will have the competencies needed to function in a professional world that is becoming more focused and reliant on technology and media. However, how are we supposed to accomplish this when we don’t have the funding, tools, or even professionals to pass on these skills and knowledge?
School Library Journal’s 2011 Technology Survey shows that while school librarians are positive about technology and the future, many admit that their schools are behind when it comes to technology. Obstacles such as “poor funding, lack of time, and unsupportive administrators,” are keeping them from staying on top of media literacy and technology. For instance, while ebooks in school libraries are growing, 63 % of librarians surveyed report that their libraries cannot afford ereader devices. The survey responses show that most school librarians are excited about ereaders and ebooks, and would love to try them out in their libraries, but they just do not have the funding to do so. With schools facing drastic budget cuts, library funds are one of the first to go. (http://www.schoollibraryjournal.com/slj/home/890197-312/sljs_2011_technology_survey_things.html.csp)
On March 3rd, 2011, Brian Kenney responded to the SLJ 2011 Tech Survey with an article stating that the survey “reveals vast inequities in our nation’s libraries.” (http://www.schoollibraryjournal.com/slj/printissuecurrentissue/890155-427/story.csp) In the survey some schools reported being “cutting edge” and “up to date” with technology, however, Kenney explains that these schools are “more the exception than the rule.” Kenney says the survey results pinpointed three major themes schools face in relation to technology and media literacy. The first is what he calls the “digital divide.” Many urban and rural schools do not have the funding to incorporate technology into their school, and very few of their students have access to computers and technology at home as well. Because of this students are not being exposed to technology, and most are not media literate. Kenney goes on to say that “the only federal program that helps alleviate some of this inequity, Improving Literacy Through School Libraries, won’t be funded in FY2011—for the first time in a decade.”
The second theme Kenney saw emerging from the survey is a “digital slide.” Schools in the digital slide have access to technology, but it is out of date, and due to funding issues may not be replaced for some time. Teachers in this category report that while their school was once up to date with technology and media literacy, budget cuts have kept them from keeping up with emerging tools and technology. These teachers explain that because the resources and tools they have are out of date, they are not able to use them for teaching.
The last theme Kenney discusses is the “digital tide.” This is when classrooms are technologically up to date and have the latest tools and programs, however the budget has not allowed the library to be updated as well. In the SLJ survey, many schools reported that any funding available is delegated to classroom use first, leaving the library with little money to work with. Because of this it is difficult for school libraries to meet media literacy standards.
Kenney states that “underfunding technology doesn’t make it harder for librarians to do their jobs—it makes it impossible.” When schools are not able to stay up to date with technology, they are not able to teach students information and media literacy skills, which are now heavily focused on learning standards across the country. The American Association of School Librarians’ Standards for the 21st-Century Learner are centered around technology, media, and information literacy. (http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf) The AASL Standards state that “ technology skills are crucial for future employment needs. Today’s students need to develop information skills that will enable them to use technology as an important tool for learning, both now and in the future.” In addition, the AASL Standards stress that all students should have equitable access to information and information technology, however, as the SLJ survey points out, this is not happening. With budget cuts and funding issues students educational needs are not being met and curriculum standards are not being adhered to.
Why is it that when the budget gets rocky the library is the first thing to take a hit? As the AASL Standards point out, the School Library Media Center is where so many of todays curriculum standards should be addressed and met, so why are are school libraries lacking materials and tools, and why are our Media Specialist the first to be cut? If we want to make media and information literacy a priority, and want our students to be prepared for their future, we need to put more focus on school libraries and keeping them equiped and up to date to meet student needs. As we have discussed in class, technology isn’t going anywhere, if anything it is coming more rapidly than ever, so we need to prepare our school libraries and professionals in order to provide our students with the best opportunities we can.
Kenney, Brian. “SLJ’s 2011 Technology Survey: Things are Changing. Fast.” School Library Journal. May 1, 2011. http://www.schoollibraryjournal.com/slj/printissuecurrentissue/890197-427/sljs_2011_technology_survey_things.html.csp
Kenney, Brian. “Not Just the Lucky Ones.” School Library Journal. May 1, 2011.
http://www.schoollibraryjournal.com/slj/printissuecurrentissue/890155-427/story.csp
American Association of School Librarians. “Standards for the 21st- Century Learner.”
On a weekly basis I see headlines stating that library budgets are being cut, that schools don’t have the funding to buy new materials for their libraries, or that school librarian positions are being cut. Just this morning I read an article about a school district in Portland Oregon that is letting go of 25 of their 50 school librarians in order to cut 26 million dollars from its budget. (http://www.schoollibraryjournal.com/slj/home/890421-312/beaverton__or_schools_may.html.csp)
With school districts and libraries struggling with budget issues around the country, how on earth are library professionals supposed to keep up with technology trends and make sure they are preparing their students for a more and more heavily media driven world? Media literacy is a top priority right now in school curriculums. It is imperative that schools are instructing their students in technology and media tools so that they will have the competencies needed to function in a professional world that is becoming more focused and reliant on technology and media. However, how are we supposed to accomplish this when we don’t have the funding, tools, or even professionals to pass on these skills and knowledge?
School Library Journal’s 2011 Technology Survey shows that while school librarians are positive about technology and the future, many admit that their schools are behind when it comes to technology. Obstacles such as “poor funding, lack of time, and unsupportive administrators,” are keeping them from staying on top of media literacy and technology. For instance, while ebooks in school libraries are growing, 63 % of librarians surveyed report that their libraries cannot afford ereader devices. The survey responses show that most school librarians are excited about ereaders and ebooks, and would love to try them out in their libraries, but they just do not have the funding to do so. With schools facing drastic budget cuts, library funds are one of the first to go. (http://www.schoollibraryjournal.com/slj/home/890197-312/sljs_2011_technology_survey_things.html.csp)
On March 3rd, 2011, Brian Kenney responded to the SLJ 2011 Tech Survey with an article stating that the survey “reveals vast inequities in our nation’s libraries.” (http://www.schoollibraryjournal.com/slj/printissuecurrentissue/890155-427/story.csp) In the survey some schools reported being “cutting edge” and “up to date” with technology, however, Kenney explains that these schools are “more the exception than the rule.” Kenney says the survey results pinpointed three major themes schools face in relation to technology and media literacy. The first is what he calls the “digital divide.” Many urban and rural schools do not have the funding to incorporate technology into their school, and very few of their students have access to computers and technology at home as well. Because of this students are not being exposed to technology, and most are not media literate. Kenney goes on to say that “the only federal program that helps alleviate some of this inequity, Improving Literacy Through School Libraries, won’t be funded in FY2011—for the first time in a decade.”
The second theme Kenney saw emerging from the survey is a “digital slide.” Schools in the digital slide have access to technology, but it is out of date, and due to funding issues may not be replaced for some time. Teachers in this category report that while their school was once up to date with technology and media literacy, budget cuts have kept them from keeping up with emerging tools and technology. These teachers explain that because the resources and tools they have are out of date, they are not able to use them for teaching.
The last theme Kenney discusses is the “digital tide.” This is when classrooms are technologically up to date and have the latest tools and programs, however the budget has not allowed the library to be updated as well. In the SLJ survey, many schools reported that any funding available is delegated to classroom use first, leaving the library with little money to work with. Because of this it is difficult for school libraries to meet media literacy standards.
Kenney states that “underfunding technology doesn’t make it harder for librarians to do their jobs—it makes it impossible.” When schools are not able to stay up to date with technology, they are not able to teach students information and media literacy skills, which are now heavily focused on learning standards across the country. The American Association of School Librarians’ Standards for the 21st-Century Learner are centered around technology, media, and information literacy. (http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf) The AASL Standards state that “ technology skills are crucial for future employment needs. Today’s students need to develop information skills that will enable them to use technology as an important tool for learning, both now and in the future.” In addition, the AASL Standards stress that all students should have equitable access to information and information technology, however, as the SLJ survey points out, this is not happening. With budget cuts and funding issues students educational needs are not being met and curriculum standards are not being adhered to.
Why is it that when the budget gets rocky the library is the first thing to take a hit? As the AASL Standards point out, the School Library Media Center is where so many of todays curriculum standards should be addressed and met, so why are are school libraries lacking materials and tools, and why are our Media Specialist the first to be cut? If we want to make media and information literacy a priority, and want our students to be prepared for their future, we need to put more focus on school libraries and keeping them equiped and up to date to meet student needs. As we have discussed in class, technology isn’t going anywhere, if anything it is coming more rapidly than ever, so we need to prepare our school libraries and professionals in order to provide our students with the best opportunities we can.
Kenney, Brian. “SLJ’s 2011 Technology Survey: Things are Changing. Fast.” School Library Journal. May 1, 2011. http://www.schoollibraryjournal.com/slj/printissuecurrentissue/890197-427/sljs_2011_technology_survey_things.html.csp
Kenney, Brian. “Not Just the Lucky Ones.” School Library Journal. May 1, 2011.
http://www.schoollibraryjournal.com/slj/printissuecurrentissue/890155-427/story.csp
American Association of School Librarians. “Standards for the 21st- Century Learner.”
Tuesday, May 3, 2011
Music + Teens = Depression or Depression + Teens = Music?
I just came across an excerpt of this article in a magazine last week and thought it was worth discussing. The article from NPR.org (http://www.npr.org/blogs/health/2011/04/06/135151133/what-comes-first-depression-in-teens-or-emo-music) discusses that teens are more likely to be depressed if they listen to a lot of music. On the contrary, students who read a lot are less likely to be depressed. The study was done by researchers at the University of Pittsburgh.
It almost seemed to be sort of a "which came first, the chicken or the egg?" type question when determining whether depressed kids tended to listen to music more, or kids who listened to music more tended to be depressed. While this was not the main focus of the study, the lead researcher stated that it was more likely that depressed teens listened to music for comfort, rather than music making kids depressed.
I did not realize that nearly ten percent of teens suffered from depression. Earlier assumptions were that depressed teens watched more tv; however, the study showed a much stronger correlation between depressed teens and music, rather than tv. Researchers attributed the lower rate of depression among avid readers to the fact that reading is more engaging for the brain, to the extent that depressed teens may not have the energy to engage their brain at that level.
I found it really interesting to apply this finding anecdotally to some of my students. I found that the more that I thought about it, I tended to agree with the findings. My students that often try to listen to music constantly do sometimes tend to be more withdrawn than others, which would be a major sign of possible depression. Having said that, one of the more severally depressed students that I have had over the years read constantly which definitely goes against the finding of this study. Obviously the study is not without exception as you might expect.
Overall, I did find it quite interesting and I am going to be more watchful of student behavior and add this to my bag of tricks in trying to help my students to the extent that I can.
It almost seemed to be sort of a "which came first, the chicken or the egg?" type question when determining whether depressed kids tended to listen to music more, or kids who listened to music more tended to be depressed. While this was not the main focus of the study, the lead researcher stated that it was more likely that depressed teens listened to music for comfort, rather than music making kids depressed.
I did not realize that nearly ten percent of teens suffered from depression. Earlier assumptions were that depressed teens watched more tv; however, the study showed a much stronger correlation between depressed teens and music, rather than tv. Researchers attributed the lower rate of depression among avid readers to the fact that reading is more engaging for the brain, to the extent that depressed teens may not have the energy to engage their brain at that level.
I found it really interesting to apply this finding anecdotally to some of my students. I found that the more that I thought about it, I tended to agree with the findings. My students that often try to listen to music constantly do sometimes tend to be more withdrawn than others, which would be a major sign of possible depression. Having said that, one of the more severally depressed students that I have had over the years read constantly which definitely goes against the finding of this study. Obviously the study is not without exception as you might expect.
Overall, I did find it quite interesting and I am going to be more watchful of student behavior and add this to my bag of tricks in trying to help my students to the extent that I can.
Moving the Message: "It Gets Better"
Something amazing happened tonight. Despite the fact that I had recorded "Glee" on my DVR and was able to skip through every single commercial that aired, I literally stopped and rewound to watch this commerical for Google Chrome:
Mary Anne has already talked about Dan Savage's "It Gets Better" campaign, so I won't go too much into it other than to say that it is a message that many teens, especially those struggling to accept or be accepted in their sexuality, needed to hear.
Mary Anne has already talked about Dan Savage's "It Gets Better" campaign, so I won't go too much into it other than to say that it is a message that many teens, especially those struggling to accept or be accepted in their sexuality, needed to hear.
This commercial, which ends with the tagline, “the web is what you make of it”, shows a sort of timeline of this movement, beginning with articles written in the New York Times about the suicides of a number of gay teens – one article calling it an “epidemic” – and ends with the comments that are being left on the It Gets Better website from teens and others who have been moved by the message.
The thing that struck me about this commercial was how Google demonstrated how someone can take action and have their cause and message spread far and wide via today’s social media tools. What started as a YouTube video of Dan and his partner, Terry, explaining how they, too, had had a difficult time as gay high school students has grown to include videos from the likes of Woody from “Toy Story” assuring the viewer that, “You’ll be fine, partner”.
I loved this commercial – for its message and its content. It was truly inspiring and empowering to behold. It stopped me in my DVR tracks.
The 12 New Media Literacies - From Project New Media Literacies (PNML)
I came across a website for a program called Project New Media Literacies, which is hosted by USC-Annenberg. One of directors is Henry Jenkins, who happens to be one of my favorite scholars in this field. While looking through the website, I found a page describing these "new media literacies," and I really enjoyed the breakdown they gave. I've included the original content below (in black text) and my comments on each literacy (in blue text).
The New Media Literacies constitute the core cultural competencies and social skills that young people need in our new media landscape. We call them "literacies," but they change the focus of literacy from one of individual expression to one of community involvement. They build on the foundation of traditional literacy, research skills, technical skills, and critical analysis skills taught in the classroom. If these New Media Literacies are learned - and they can be learned without computers in the classroom - they can form the building blocks for students' participation in new media.
Play: the capacity to experiment with one's surroundings as a form of problem-solving. Having a strong sense of play can be helpful when you pick up a new piece of technology that you've never used before, when you're trying to write an essay and your outline isn't functioning as you'd hoped, and when you're designing anything at all, from a dress to a web page to a concert's program.
I love the idea of "play" because it really is the best way to learn something. I suppose it could be called a number of things--like tinkering, perhaps?--but it really does work. After all, one of the best ways to learn how to do something is to actually do it. There has to be a feeling of almost fearlessness with this--as in you have to play with something and not be terrified that you're going to mess something up. When I was teaching, this was one of the most commonly cited reasons I heard from teachers who didn't want to try out new things. Luckily, I think I'm sort of naturally drawn towards this behavior. When I received my first computer in 8th grade (this was in 1993), I knew little about computers and my family members knew even less. I basically just messed with it until it worked, and I've continued to do that with anything new that comes my way. Thus, it is important that we give students the opportunity to play and build these skills.
Performance: the ability to adopt alternative identities for the purpose of improvisation and discovery. Being able to move fluidly and effectively between roles can help you when you're exploring online communities, when you're trying to decide what actions are ethical, and when you're shuffling between home, work and school.
This is also extremely important and is relevant to the online world, and the real world as well. Students need to understand audience, and that they need to take on different "personas" and know who and what they're dealing with to effectively navigate and communicate in a variety of situations.
Simulation: the ability to interpret and construct dynamic models of real-world processes. Being able to interpret, manipulate and create simulations can help you understand innumerable complex systems, like ecologies and computer networks - and make you better at playing video games!
I think this one can be a little more difficult to learn and to also helps students with; however, as is mentioned in the introduction, computers aren't necessarily needed for students to learn how to do this. The right assignment/problem and a little posterboard, even, can get students moving in the right direction. Then, as they pick up even more skills, they can move on to more complex ways of building these simulations.
Appropriation: the ability to meaningfully sample and remix media content. Being able to remix media content (and knowing when doing so is appropriate) can help you understand literary works, music, and art; it can also help lead you to a deeper understanding of copyright and cultural clashes.
This is something that we are seeing more and more of in schools, but it is not always done correctly. Students can have a lot of fun with and get a lot out of these types of projects, but teachers and librarians need to be well-informed of copyright laws in order to help students use this content correctly. We have to know these things so that we can hold students accountable--which is also a learning experience for them.
Multitasking: the ability to scan one's environment and shift focus as needed to salient details. Being a good multitasker is required in our new media landscape - and that includes learning when it isn't good to multitask.
This is such an important skill for everyone to have, and I'll admit it was difficult for me to latch onto when I started teaching--but as many of you know, you have to be able to multi-task as a teacher to stay organized and sane! From what I've seen with a lot of students, many think they are good at multi-tasking because they "Facebook," listen to music, watch YouTube videos, and write papers all at the same time; however, this is not so. Effectively multi-tasking also means that you have a keen understanding of setting and adhering to priorities--and like I mentioned before, this can be very difficult for some people. Also, as is mentioned, sometimes it isn't good to multitask.
Distributed Cognition: the ability to interact meaningfully with tools that expand mental capacities. That can mean something as simple as using a ruler or calculator, or something as complex as efficiently using Wikipedia on your iPhone to access information on the fly.
Again, this goes back to that issue of play and giving students the tools to learn from. The hope is, of course, that students learn the skills so that they can apply these to all the new and different tools that will come their way.
Collective Intelligence: the ability to pool knowledge and compare notes with others toward a common goal. This ability is key to open source projects. Being able to pool knowledge with others can allow us to solve challenges far more complex than the individual mind can process.
And students wonder why they're assigned group projects! It is essential that students learn to harness collective intelligence when analyzing and solving problems. In order for this to happen, though, they need to be given assignments that truly challenge them to work together and analyze. Far too often I've seen group projects assigned that require little to no critical thinking, and then one person ends up doing all the work. Students will rise to the challenge if given something meaningful to work on.
Judgment: the ability to evaluate the reliability and credibility of different information sources. If you're worried about your students using Wikipedia at inappropriate times and taking everything they read on the internet as gospel truth, you're worried that they aren't exercising good judgment. But judgment also includes knowing when sources are appropriate for your use: for instance, sometimes Wikipedia might be the appropriate resource to use.
This is also so important, and I love that they've used Wikipedia as an example! This was something I tried to hammer into the heads of my students. Time and time again I told them that Wikipedia is fine for a starting place, to get some basic information, or to settle a feud about some trivial pop culture reference. It is not, however, the best source when writing a serious literary analysis.
Transmedia Navigation: the ability to follow the flow of stories and information across multiple media. Anyone who needs to do research needs a good understanding of transmedia navigation - how to follow threads through video, still photography, written work, music, online sources etc.
We are seeing more and more of this from adults and students alike. As I mentioned in my last blog post, just look at how quickly the news spread of Osama bin Laden's death. My guess is that a lot of people sort of naturally navigated through different types of media--from comments on Facebook, to news stories, to TV, to videos posted, to Google images and more.
Networking -- the ability to search for, synthesize, and disseminate information. Writing something isn't enough without the ability to circulate it to the communities where it will matter.
This adds a whole other dimension to the word networking, and this is something that all of us have brought up time and time again during our discussions of different types of media and how to become media literate. It's finding, analyzing, creating--all of that--and then getting it to the right audience.
Negotiation -- the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms. We now need to know how to live in multiple communities - from the hyperlocal to the global and from those composed of people like us to those consisting of people very different from us.
This is basically respecting diversity and understanding your place in the world, realizing that you have only one perspective out of many, and respecting the perspectives of others. Now that is so easy to have a voice online, it's important for students and adults to practice this and strive for this constantly.
Visualization - the ability to translate information into visual models and understand the information visual models are communicating. VIsualization has become a key way we cope with large data sets and make sense of the complexity of our environment.
This is something we've talked about in class--that ability and skill to create--and that it is a form of communicating. Just like talking or writing a paper, creating a video and sharing it with the world is also a form of communication. This is why it's important for students to have opportunities to create, share, and receive feedback from a real audience. When students are creating for real people, it puts a whole new spin on things and is a good learning experience for them.
If you'd like to read more about Project New Media Literacies, check it out at http://www.newmedialiteracies.org/.
First Attempt
Over the past week, I've had an opportunity to give my Presentation Wiki a "test run." To recap: for my final project, I created a wiki which is intended to be the basis for presenting a session at the Illinois School Library Media Association fall conference. The wiki introduces the advantages of using wikis in the library, and introduces several Web 2.0 tools that are easy to use with wikis and gives ideas for how librarians might use those tools. A few weeks ago, my district decided to pay any willing staff to create and present "in-house" professional development opportunities. So I offered to teach a 3-session workshop on wikis and using Web 2.0 tools in the classroom. The workshops finished today.
I must say that I am very glad to have had an opportunity to debut this presentation before I attempted to give it at a conference! I learned that I need to make sure that I am defining any "techy" terms, and that I shouldn't assume any prior knowledge. At times I was taken aback by my colleagues' lack of computer skills: I taught one person how to take a screen shot, another worried that she wouldn't be able to use Prezi because she "didn't even know how to use PowerPoint" yet. I taught another how to navigate to various drives in order to upload (I have no idea how she uses a digital camera!) to the wiki.
Top three aspects I would change if I were to give this workshop again:
I must say that I am very glad to have had an opportunity to debut this presentation before I attempted to give it at a conference! I learned that I need to make sure that I am defining any "techy" terms, and that I shouldn't assume any prior knowledge. At times I was taken aback by my colleagues' lack of computer skills: I taught one person how to take a screen shot, another worried that she wouldn't be able to use Prezi because she "didn't even know how to use PowerPoint" yet. I taught another how to navigate to various drives in order to upload (I have no idea how she uses a digital camera!) to the wiki.
Top three aspects I would change if I were to give this workshop again:
- Have a handout with all web addresses and log-ins spelled out.
- Make a separate wiki just for this presentation for faculty...I used the one intended for librarians and although it was nice to debut it, I'd prefer to present something custom-made for the audience.
- Make more examples/find more examples of student projects.
- I taught wiki-use on the first day, then introduced 3 Web 2.0 tools on the second day, and 3 on the third day. This was a good way to break up the sessions. Participants seemed excited to continue.
- I think the participants appreciated the interactivity. Instead of me describing and showing the tools, I broke them into groups and had them investigate the tools and then report back to the main group. Then, as each group presented, I augmented their remarks with examples from my presentation wiki.
- Group Brainstorming--after learning about a tool and seeing examples of it in use, we all brainstormed even more ways that we thought that the tool could be used.
Now I want to sit down and think about how I can further improve my presentation for next time, and polish it for its possible use at ISLMA. Overall, I think the workshop was well-received and I enjoyed sharing new ideas with such a receptive crowd. I'll follow up with each of the participants to see if they have further questions and if they use any of the information or tools in class. I'm glad I volunteered to present, and it's always valuable to go back and reflect!
Combining literacies
There are a lot of interesting things going on in the world of multimodal literacies. In particular, I've been struck in my Children's Lit course and in my time at Central by the number of books out there that are combining visual and textual literacies. Graphic novels have taken off - both reading and writing. There are now graphic novel-style versions of many classics - from Crime and Punishment to A People's History. Not only that, but teachers are using the graphic novel format as assignments in English and Social Studies courses, where students are challenged to interpret and create imagery that enforces their textual arguments. Even fifty years ago, such combined literacy would have been relegated to the world of comic books rather than celebrated in some educational circles (not, of course, universally). Books like The Invention of Hugo Cabret and graphic novels also tie into ideas of video literacy - sections of The Invention of Hugo Cabret are told entirely in cinematic sequences of images. The graphic novel format has been translated and tied into countless movies and video games. Young people are now able to read a single story across three, four, even five different kinds of media.
I think that this means - for us as educators and librarians - that we need to acknowledge the various strengths and weaknesses of each media and work with young people to help them develop a skill set to cope with the many ways they can represent themselves and the world will represent itself to them.
I think that this means - for us as educators and librarians - that we need to acknowledge the various strengths and weaknesses of each media and work with young people to help them develop a skill set to cope with the many ways they can represent themselves and the world will represent itself to them.
Achieve Professional Balance
We all know that librarianship is a helping profession. Working with media and youth has all the potential of being a role where we can make a difference. Here is my top five list of things we can do to become the change we want to see in the world (and still remain inspired and engaged in our profession.)
NUMBER ONE
Watch some TED talks and get inspired. I'm particularly a fan of the TED talk where Malcolm Gladwell discusses different types of speghetti sauces. He relates how you need to offer various options to consumers. And when you do offer those options, they will take advantage of them, discover what they really want and need, and use those things in kind.
NUMBER TWO
Become involved in a library related charity. Whether it's sponsoring a library abroad that needs funding, or one in an underfunded community near you, helping others have access to great library services gives others access to information that will make their lives better.
Try these sites: Librarians Without Borders or look for school libraries in need of funds here.
NUMBER THREE
Find a blogger or Web site that refreshes you, or that inspires you and follow it. You never know when an RSS feed pick me up, or Google Reader article will make your day better. Some of my favorites are: Mission Amy KR, wherein a Chicagoan encorages others to create community; and Boingboing, where you will see the most bizarre and interesting articles you would otherwise not know about.
NUMBER FOUR
Surround yourself with things that inspire you. Whether you're at work or at home a couple of inspiring posters, or notes to yourself can help you energize through long days. At home my mirror reads: "Whether you think you can, or you think you can't, you're right." At work I have thank you notes my administrators wrote me taped near my computer keyboard, along with my professional goal sheet for the year. When I'm feeling overwhelmed, they help me refocus and remain inspired and engaged in my work. I also have the Albert Einstein poster at the top prominantly displayed.
NUMBER FIVE
Network with like minded people. Join a professional organization. Talk with and be inspired by those in your chosen field. Join a specific group in ALA or your local librarians group. Not only can it help you to find a job, they will help you become a more organized and effective professional.
Monday, May 2, 2011
Student Privacy Rights
Today I read an article in School Library Journal that caused me to question the way my school handles students privacy when it comes to checking out books, circulation records and overdue fines, and I was definitely able to see some cases in which students’ personal information is not being protected. Helen R. Adams article, “The Privacy Problem: Although school librarians seldom discuss it, students’ privacy rights are under attack,” addresses how protecting students’ personal information in the school environment does not seem to be of much concern. Adams discusses how school librarians often do not realize that their actions are violating student privacy rights. She points out instances in which librarians have posted lists of overdue materials, where principals have requested a list of books a particular student has checked out, or where the librarian has allowed a student to work the circulation desk and check books out to fellow students.
I have seen instances such as this in my own school. Each month the librarian prints out overdue sheets and allows student volunteers to pass them out to their peers. I don’t think she realizes it, and I didn’t really see it as a problem until reading this article, but she is allowing students to see what others have checked out. Students might be checking out materials they don’t necessarily want their peers to know about, so allowing students to see what others have checked out touches on some sensitive issues. This method of notifying students of their overdue materials even enables the teachers to see what students are checking out, which also violates their privacy. In my district there has been a big push toward having students read in their lexile scores, so the librarian has labeled books with different colored stickers to indicate what lexile range titles fall into. However, this is also going against student privacy, and allows other students to see what lexile range their peers are reading at. If a student is reading in a low lexile range, and another student picks up on it based on the titles selected, who knows what it could lead to when it comes to middle school students. I can definitely see what Adams is talking about when she says that school librarians don’t even pick up on the fact that they are violating student privacy. I know my librarian does not realize that her actions could be damaging, and I never gave either of those situations a second thought until reading this article.
Adams points out that while most libraries have material selection policies, they do not have policies addressing privacy issues for students, which can make it difficult for librarians to know how to react when it comes to student circulation records. School libraries need to become aware of both state and federal laws when it come to student privacy, and need to use these to help them create a privacy policy to protect their students. Adams discusses how no state law gives teachers or principals the right to access students’ circulation records, and only 15 states allow parents to have access to these records.
With the growth of technology and more media focused curriculums, protecting student privacy becomes even trickier. Most school districts have internet policies that allow them to monitor students’ online activities, allowing school staff to see what sites students are visiting. Also, many online tools, such as digital storytelling programs, require users to create an account or profile. This would mean that there may be instances in which students are entering their names or email addresses into the internet, which can always run the risk of being accessed by another party. This makes it essential that teachers and librarians teach students about internet use and safety, and ways to ensure that their personal information is kept private.
Adams offers a number of steps school librarians can follow to help protect student privacy:
• Talk to your principal about student privacy in the library and how to resolve various types of record requests in adherence to state and federal laws.
• Request that your board of education adopt a privacy policy stating who can access library patron records and the circumstances under which they may be released.
• Conduct a privacy audit to determine what student data you’ve collected, stored, shared, and used—and then determine what records should be purged.
• Develop a library records retention policy that includes a records-removal schedule and conscientiously maintain it.
• Be proactive and educate administrators, teachers, and all persons working in the library about the need to keep student library records confidential.
• Create and retain as few student library records as possible.
• Set library automation software to automatically delete students’ circulation history.
• Password protect circulation records and provide different levels of access for the adult library staff, students, and volunteers.
• Fold and staple overdue notices so that only the student’s name—and not the book’s title—is visible.
• Make sure that students’ reference questions, reserve and interlibrary loan requests, and the types of books they check out are kept confidential.
• Don’t label and arrange library books by reading levels (a common practice in some schools that use Accelerated Reader) so that students can observe their classmates’ reading levels.
• Teach students how to protect their privacy and to respect the privacy of others.
• Encourage parents to speak directly with their children about their reading choices and what they’ve checked out from the school library.
Throughout the courses I have taken in the LEEP program, many instructors have touched on patron privacy in the realm of the public library, however, I can’t remember ever addressing privacy when it comes to school libraries. I agree with Adams when she says that it just isn’t something people really think about, or perceive to be a problem. I think that when it comes to the space of the school the main objective is to protect our students and keep them safe, even if that does mean monitoring them more and infringing on their privacy to some extent. However, that doesn’t necessarily make it right, and I think more needs to be done to ensure student privacy is protected.
http://www.schoollibraryjournal.com/slj/home/889643-312/the_privacy_problem_although_school.html.csp
I have seen instances such as this in my own school. Each month the librarian prints out overdue sheets and allows student volunteers to pass them out to their peers. I don’t think she realizes it, and I didn’t really see it as a problem until reading this article, but she is allowing students to see what others have checked out. Students might be checking out materials they don’t necessarily want their peers to know about, so allowing students to see what others have checked out touches on some sensitive issues. This method of notifying students of their overdue materials even enables the teachers to see what students are checking out, which also violates their privacy. In my district there has been a big push toward having students read in their lexile scores, so the librarian has labeled books with different colored stickers to indicate what lexile range titles fall into. However, this is also going against student privacy, and allows other students to see what lexile range their peers are reading at. If a student is reading in a low lexile range, and another student picks up on it based on the titles selected, who knows what it could lead to when it comes to middle school students. I can definitely see what Adams is talking about when she says that school librarians don’t even pick up on the fact that they are violating student privacy. I know my librarian does not realize that her actions could be damaging, and I never gave either of those situations a second thought until reading this article.
Adams points out that while most libraries have material selection policies, they do not have policies addressing privacy issues for students, which can make it difficult for librarians to know how to react when it comes to student circulation records. School libraries need to become aware of both state and federal laws when it come to student privacy, and need to use these to help them create a privacy policy to protect their students. Adams discusses how no state law gives teachers or principals the right to access students’ circulation records, and only 15 states allow parents to have access to these records.
With the growth of technology and more media focused curriculums, protecting student privacy becomes even trickier. Most school districts have internet policies that allow them to monitor students’ online activities, allowing school staff to see what sites students are visiting. Also, many online tools, such as digital storytelling programs, require users to create an account or profile. This would mean that there may be instances in which students are entering their names or email addresses into the internet, which can always run the risk of being accessed by another party. This makes it essential that teachers and librarians teach students about internet use and safety, and ways to ensure that their personal information is kept private.
Adams offers a number of steps school librarians can follow to help protect student privacy:
• Talk to your principal about student privacy in the library and how to resolve various types of record requests in adherence to state and federal laws.
• Request that your board of education adopt a privacy policy stating who can access library patron records and the circumstances under which they may be released.
• Conduct a privacy audit to determine what student data you’ve collected, stored, shared, and used—and then determine what records should be purged.
• Develop a library records retention policy that includes a records-removal schedule and conscientiously maintain it.
• Be proactive and educate administrators, teachers, and all persons working in the library about the need to keep student library records confidential.
• Create and retain as few student library records as possible.
• Set library automation software to automatically delete students’ circulation history.
• Password protect circulation records and provide different levels of access for the adult library staff, students, and volunteers.
• Fold and staple overdue notices so that only the student’s name—and not the book’s title—is visible.
• Make sure that students’ reference questions, reserve and interlibrary loan requests, and the types of books they check out are kept confidential.
• Don’t label and arrange library books by reading levels (a common practice in some schools that use Accelerated Reader) so that students can observe their classmates’ reading levels.
• Teach students how to protect their privacy and to respect the privacy of others.
• Encourage parents to speak directly with their children about their reading choices and what they’ve checked out from the school library.
Throughout the courses I have taken in the LEEP program, many instructors have touched on patron privacy in the realm of the public library, however, I can’t remember ever addressing privacy when it comes to school libraries. I agree with Adams when she says that it just isn’t something people really think about, or perceive to be a problem. I think that when it comes to the space of the school the main objective is to protect our students and keep them safe, even if that does mean monitoring them more and infringing on their privacy to some extent. However, that doesn’t necessarily make it right, and I think more needs to be done to ensure student privacy is protected.
http://www.schoollibraryjournal.com/slj/home/889643-312/the_privacy_problem_although_school.html.csp
Tech & Learning
I am completely amazed by all of the technology that is available, if the funds are there of course, for teachers to use in the classroom. I came across and article in The Tech & Learning, April 2011 magazine, titled "Assitive Tech: May We Help You?" and once again I was taken aback by the ability of this technology. As a child, I was never exposed to technology in the classroom until I was in eighth grade and we did Autocad for shop class or when I typed my first paper. I do remember a brief typing class in fifth grade that was held in the gym/cafeteria along the wall with computers on protable tables with wheels. We never had a computer lab in grade school, and we had watched movies on film strips that had to be synched with a tape recorder for the sound, and if it was perfectly timed then the sound was off and it was like watching an old Japanese movie. Funny now, but many kdis do not realize how far technology has come and the great advantages they have now. I was never, and probably never will be a big fan of having elementary students type out papers rather then writing them, just because I know the importance of fine motor skills that they receive from wrtiting and not from typing, but I'm starting to change my ideas on technology in the classroom and how it can help various students in today's world. For one, students will need to know more about technology when entering the work force, where all I had to do was complete a typing test, I'm sure they will need to know more programs and actually know how to use them. And now to my point of how technology can help students. The article I read began with an autistic, but a fully capable student who absolutely refused to write a sentence, but with the use of an interactive whiteboard, the student was able to type out his first paragraph. In the changing times where students use more technology at home, I do think it is time for it be used more often in the classroom especially when it comes to unlocking potential in students that may have not been possible without the technology. One impressive device is the Epson BrighLink Interactive Projector. It is very similar to an interactive whiteboard, but it is a projector that puts and image on a wall and then a person can modify and change the image. Another cool program is Reading A to Z's projectable book in which students can "pick apart a story, and work in a group despite the wide variety of learners and abilities. Students can circle words, underline them , draw things in and even though the story may be more appropriate for the younger students, but the higher-functioning students can dissect it better. Another neat program was the VizZle, a web based lesson-creating resource that teaching teams can access through shared student folders and track assessment information." A teacher can put in an IP goal they're working on and drag lessons into that goal so that every time they do that lesson it is measured and then at the end of a certain time, a teacher can print out a progress graph. There were a lot of innovative programs teachers can use in a classroom. The biggest roadblock seems to be funding. Our teachers just recently recieved SMART boards in the classrooms, but are finding out that the technology on them are already going out of date, or that there is something better out there. Like I said before, I'm not a huge fan of using a lot of technology in the classroom, but finding out all of it possiblilities has really started to make it more appealing to use. Only if I could use it in my library!
My Top 10
So I was having a hard time figuring out what I wanted to say for my last post...that hadn't been already said, hinted at, or mentioned in someone else's commends over the course of the semester. Finally I decided to write down the 10 pieces of technology that I think are the most helpful in my job. This is inspired by a post I read by Joyce Valenzia in her blog NeverEndingSearch http://www.libraryjournal.com/slj/home/888448-312/fully_loaded_outfitting_a_teacher.html.csp
iPad
I love my iPad. In fact I loved my first one so much I had to purchase the second. In fact, of the ten items on this list, this is probably my favorite. It is slim, sleek and powerful. It is perfect for personal use, but also ideal for using as a teacher librarian. I can use my iPad as an ereader and catch up on all the latest YA literature. Or I can work at home using Desktop Connect, an app. that will connect the iPad to any computer. http://itunes.apple.com/us/app/desktop-connect/id364907570?mt=8 And get this, you can even install an app. to turn your iPad into a virtual Smartboard http://ipadeducators.ning.com/profiles/blogs/can-your-ipad-replace-your?id=5840223%3ABlogPost%3A7601&page=
So seriously, there’s an app for that!
Smartboard
I was fortunate enough to get two SmartBoards for our library last year. The scope of what is possible using this device as an interactive teaching tool is pretty amazing. Now, for those of you that are on a tight budget (which is all of us), there are a couple options. The first I already mentioned above. Or, if you have about $500 to spend, you can get an Airliner Wireless Slate. http://smarttech.com/us/Solutions/Education+Solutions/Products+for+education/Complementary+hardware+products/SMART+Slate
These allow you to turn a simple projector & computer into an interactive board. Think of these as the poor librarians alternative to a $2,000 SmartBoard.
Mini Document Camera
So I’ve wanted a document camera for as long as I’ve been a librarian. I would fantasize about being able to share a picture book with my older students by shining the pages up on a screen instead of trying to make them sit in a semicircle by my feet. The only thing separating me from this fantasy was the enormous pricetag. And now there’s a solution. The IPEVO Point 2 View USB Document Camera for $70 should do the trick. And it folds down nicely to carry along in your laptop bag. It doesn’t get any better than this (unless the iPad has a USB port and I could use it with that, but that’s just another fantasy…for now).
http://www.ipevo.com/prods/Point-2-View-USB-Camera/IPEVO
VoiceThread
I heard about this free website far before I actually used it. And after finally using it for a class last semester I can’t believe I waited so long. The idea is that presentations can be uploaded, narrated and posted (either for private or public viewing) and then other people can add their own comments. Each account can have three VoiceThreads posted at one time for free. After that there is an upgrade charge. The site is easy to use. All you need is an image and some imagination. But honestly, the best way to see its potential is to check it out for yourself at http://voicethread.com/about/features/
Pentax Optio W90
So, this was so cool I purchased it for myself, but it would be great for a library as well. In fact, this may be the last camera you need to purchase. It’s just that versatile. This point and shoot camera takes traditional, underwater (it’s waterproof), panoramic and digital microscope photos. I cannot imagine a situation in the library that wouldn’t be able to be documented with this camera. It is truly amazing. And yes, I might have purchased two (I did not want to have to share with my husband).
Wordle
I used this free website after I learned about it from Joyce Valenzia’s blog. I created some very cool Dewey signs for my collection. The site is free and you can adjust font and colors to match any need. Check it out http://www.wordle.net/
Flipboard
Okay, I already went on and on about how much I like my iPad. There is one problem. Apps. There are applications for just about everything and organizing them can be a bit overwhelming. Of course someone has a solution for this. Flipboard. This app. personalizes news and information tools into one place. The other great thing? The one thing that reading the newspaper on the iPad or computer is missing is turning a page. Not anymore. Flipboard mimics the page turning action and brings it to the iPad screen. http://flipboard.com/
Wix
I’m not a huge fan of the cookie cutter webpage. The templates are nice, often clean, but I get tired of viewing box after box of sameness. I was thrilled with the results I got when I used Wix a few years ago for a GSLIS class project and couldn’t wait to recreate my school library’s virtual website. http://www.wix.com/jmslibrary/jms-virtual-library
The free version has seemingly endless options and is very simple to use. Really. If I can do this anyone can.
GoogleReader
How can you keep up with all of the information available on the internet? I recommend trying GoogleReader. Starting a subscription is easy and it makes it a snap to keep up with new posts on interesting websites and blogs. Find a blog you’re interested in. Try EduBlog’s Best Librarian Blog list <http://edublogawards.com/2010awards/best-librarian-library-edublog-2010/>
Destiny
So this is me trying to be optimistic. Our district is upgrading our circulation system over the summer from InfoCenter to Destiny. In effort to not panic and worry about all of the things that could (and will) go wrong, I thought I would start singing its praises now. Maybe it will ward off any software glitches. Anyway, we are going to have a more attractive and age appropriate interface, a catalog that can be accessed by teachers and students from home and a virtual bookshelf for ebooks. And these are just the elements I’m most excited about. So, now that I’m singing the praises of Destiny I am really hoping it works.
The Internet and Soft Social Activism
Anyone who has a Facebook account with teenage friends knows that young people believe in using their voice. I can follow the asinine status updates of my young patrons through my library’s Facebook page, talking about themselves, their lives, their relationships, what they ate for dinner, etc. But when it comes to true civic engagement, their voices are often less used. I know from personal conversations and overhearing complaints between patrons on campus who often do not know I work for the library, that many people really care about decisions made in the library. But when given a digital venue in which to voice their concerns, opinions, and ideas we get nothing. Nothing. Our library’s Facebook page is something people “like,” but do not often interact with.
Many activist I know find web 2.0 technologies frustrating when it comes to the voice of youth and creating social change. Among the social justice community in Chicago--CPS teachers, social workers, gang outreach, community development, etc.,--things like Facebook Pages and Facebook Causes allow people to associate with a cause without making any real commitment. You click a button and that’s it. Then you’re cool for having a political bent in your identity on facebook. The socially active people I know call this “soft” social justice—identifying with a cause, but making little commitment to fight for it.
The official page for Facebook Causes reads: ”Causes empowers anyone with a good idea or passion for change to impact the world. Using our platform, individuals mobilize their network of friends to grow lasting social and political movements.” How this plays out depends not only upon the Page’s administration and their ability to connect Facebook users with opportunities for engagement, but also the willingness of Facebook users to respond to those opportunities. Some Causes pages allow Facebook members to give donations via credit card, which can sometimes get dangerously close to consumerism as social activism. Giving money to a cause to make us feel better about it, and to potentially forget about it, is not the point of activism. The real problem with consumerism as social activism is not the motive, for the good work is still being done. But the social activism aspect can so easily be taken away from the consumer activity, and people will hardly notice.
Wearing TOMS shoes is so cool right now among my friends. I’m glad that buying shoes that help relieve the effects of worldwide poverty is “cool.” But other shoe manufacturers are starting to imitate the TOMS look, some with and others without the social activism aspect. Sketcher’s BOBS are an almost exact replica of the TOMS shoes and mission. If you buy a pair of BOBS, a pair is donated to someone in need. ALDO’s Kalaoa shoes, however, look about the same as a pair of TOMS, cost about the same as a pair of TOMS, but are purchased without the free pair going to a person in need. So much for making social activism cool. As soon as it’s cool, people will find a way to exploit it.
There are some really great places for teens to become socially active online.
Taking It Global is a social network that connects young people with others interested in creating change. Discussions and resources are configured around issues—environment, education, health, etc.
The International Youth Foundation runs Youth Action Net, which connects young people to quality information, resources and funding for action, and international learning and work opportunities.
What Kids Can Do encourages youth to become socially and civically engaged by connecting them with organizations, websites, blogs, and other resources for action, while chronicling the achievements of young people worldwide.
Many activist I know find web 2.0 technologies frustrating when it comes to the voice of youth and creating social change. Among the social justice community in Chicago--CPS teachers, social workers, gang outreach, community development, etc.,--things like Facebook Pages and Facebook Causes allow people to associate with a cause without making any real commitment. You click a button and that’s it. Then you’re cool for having a political bent in your identity on facebook. The socially active people I know call this “soft” social justice—identifying with a cause, but making little commitment to fight for it.
The official page for Facebook Causes reads: ”Causes empowers anyone with a good idea or passion for change to impact the world. Using our platform, individuals mobilize their network of friends to grow lasting social and political movements.” How this plays out depends not only upon the Page’s administration and their ability to connect Facebook users with opportunities for engagement, but also the willingness of Facebook users to respond to those opportunities. Some Causes pages allow Facebook members to give donations via credit card, which can sometimes get dangerously close to consumerism as social activism. Giving money to a cause to make us feel better about it, and to potentially forget about it, is not the point of activism. The real problem with consumerism as social activism is not the motive, for the good work is still being done. But the social activism aspect can so easily be taken away from the consumer activity, and people will hardly notice.
Wearing TOMS shoes is so cool right now among my friends. I’m glad that buying shoes that help relieve the effects of worldwide poverty is “cool.” But other shoe manufacturers are starting to imitate the TOMS look, some with and others without the social activism aspect. Sketcher’s BOBS are an almost exact replica of the TOMS shoes and mission. If you buy a pair of BOBS, a pair is donated to someone in need. ALDO’s Kalaoa shoes, however, look about the same as a pair of TOMS, cost about the same as a pair of TOMS, but are purchased without the free pair going to a person in need. So much for making social activism cool. As soon as it’s cool, people will find a way to exploit it.
There are some really great places for teens to become socially active online.
Taking It Global is a social network that connects young people with others interested in creating change. Discussions and resources are configured around issues—environment, education, health, etc.
The International Youth Foundation runs Youth Action Net, which connects young people to quality information, resources and funding for action, and international learning and work opportunities.
What Kids Can Do encourages youth to become socially and civically engaged by connecting them with organizations, websites, blogs, and other resources for action, while chronicling the achievements of young people worldwide.
The Internet Police and Internet Vigilantes
In his TED talk Larry Lessig cites John Philip Sousa’s argument against the gramophone in favor of interactive, rather than passive, culture. Sousa’s advocacy for interactive culture was at the cost of technology. He sought to return to an older time of different values with simpler technology. Today it is often parents and corporate media makers who seek to preserve their culture and reign in youth’s use of technology.
NPR’s On The Media recently talked about an emerging copyright issue, which may affect the interactive culture of its listeners. As news moves online and newspapers struggle to retain readership, some newspapers are employing “internet trolls” to protect their news copy. These internet trolls make sure that people follow copyright laws, but at the detriment to interactive culture. They are sold the copyright of a newspaper’s content and then sue anybody using that content. They search for and sue mom n’ pop bloggers, young writers, anybody sharing a newspaper’s stories without permission. While lucrative for newspapers, this practice of internet trolling is detrimental to true news readership and engagement. Rather than encouraging people to share and interact with breaking news in an online context, the enforcement of copyright is pushing people back into an era of passive consumption of information. As newspapers continue to make money off this practice, I wonder what other industries may adopt such means to protect their investments.
Dave Pell, of NPR’s tech blog All Tech Considered, (can you tell I’m an NPR fan?) wrote recently about his personal desire for “Internet Police.” While most of his blog post discusses the issue of malfunctioning technology, it opens with a story chronicling technology in the hands of malfunctioning people. Somebody opening an online business had the whole business, website content to domain name, were all “hijacked” by the engineer he hired. Nobody knew how to get around the sophisticated hacking job, and when speaking with the website kidnapper he asked the original website creator: "What are you gonna do, call the Internet Police?"
Sometimes we would all like some Internet Police, however, I don’t think internet trolling is what we had in mind. While I wish to protect creators of online content, I also want the internet to foster a community of open conversation, the sharing and manipulation of ideas. If we hold too tightly to our personal ideas, our created content and the money it might make for us, we hold each other back. If we cannot alter, improvise with, and improve on the information we encounter everyday, how can we grow and change at all?
NPR’s On The Media recently talked about an emerging copyright issue, which may affect the interactive culture of its listeners. As news moves online and newspapers struggle to retain readership, some newspapers are employing “internet trolls” to protect their news copy. These internet trolls make sure that people follow copyright laws, but at the detriment to interactive culture. They are sold the copyright of a newspaper’s content and then sue anybody using that content. They search for and sue mom n’ pop bloggers, young writers, anybody sharing a newspaper’s stories without permission. While lucrative for newspapers, this practice of internet trolling is detrimental to true news readership and engagement. Rather than encouraging people to share and interact with breaking news in an online context, the enforcement of copyright is pushing people back into an era of passive consumption of information. As newspapers continue to make money off this practice, I wonder what other industries may adopt such means to protect their investments.
Dave Pell, of NPR’s tech blog All Tech Considered, (can you tell I’m an NPR fan?) wrote recently about his personal desire for “Internet Police.” While most of his blog post discusses the issue of malfunctioning technology, it opens with a story chronicling technology in the hands of malfunctioning people. Somebody opening an online business had the whole business, website content to domain name, were all “hijacked” by the engineer he hired. Nobody knew how to get around the sophisticated hacking job, and when speaking with the website kidnapper he asked the original website creator: "What are you gonna do, call the Internet Police?"
Sometimes we would all like some Internet Police, however, I don’t think internet trolling is what we had in mind. While I wish to protect creators of online content, I also want the internet to foster a community of open conversation, the sharing and manipulation of ideas. If we hold too tightly to our personal ideas, our created content and the money it might make for us, we hold each other back. If we cannot alter, improvise with, and improve on the information we encounter everyday, how can we grow and change at all?
Your Digital Legacy
Note: I originally posted this as a comment on another post, but then wasn't sure if it would be seen and counted since it was a response, not a new post. My apologies for posting it twice.
I actually read an article about this in the New York Times Magazine a couple of months ago (http://www.nytimes.com/2011/01/09/magazine/09Immortality-t.html?_r=1&scp=1&sq=your%20immortal%20cybersoul&st=cse) and found it quite interesting, to say the least. The article also referenced the book you talked about.
I had never thought at all about your digital legacy and what would happen to it after you die. It is definitely an interesting question and brings up lots of issues.
The article mentions that estimates are that 375,000 facebook users die each year. I can only assume that as more and more people join facebook that the number will likely rise. Lots of questions arise about what happens to your content, who can access it, etc. In one case, the article talks about one family who sued Yahoo in an effort to get their son's email password after he was killed in Iraq. Yahoo refused, but was eventually ordered by the court to turn a cd with all his emails in it to the family. As you can see, the digital age and post mortem digital world is creating a new legal field. It makes me wonder if people should add a clause to their will bequeathing digital access to a particular beneficiary. Apparently, in addition to bank account information and safe deposit keys, people should also be providing passwords as part of their estate planning process.
The article also talked a lot about a particular prolific blogger and writer who died suddenly at the age of 34. His parents not only had to sort through his personal possessions, but also his digital life. His parents, who did not even own a computer at that point, then had to determine how/if to preserve his online self, in a sense. They also talked about how they had little idea about his blogs and how much they learned about their son after he was gone. It's an interesting thing to think about: how much would your friends and family learn about you after you're gone by looking at your computer?
Of course, in the American way, those with an entrepreneurial spirit have stepped up to make some money. One site DeathSwitch.com is discussing creating a site to send messages to loved ones after you have died. Of course, these could be sentimental messages or those of a more practical matter, like passwords, etc. Other services have already been created to act as digital safe deposit boxes.
The article definitely made me think more about the digital elements of estates. For example, if you had some sort of web business, that could be a valuable asset even though there may be no true "physical" elements of that asset.
Of course, if we do indeed attempt to preserve these "digital legacies" we also create a huge mass of digital information, much of which might be unworthy of preserving. For example, if a family member dies, part of the process is cleaning out their stuff and trying to separate between the valuable and the "other." If we are looking at digital information, that task may be more difficult. Definitely lots to think about.
I actually read an article about this in the New York Times Magazine a couple of months ago (http://www.nytimes.com/2011/01/09/magazine/09Immortality-t.html?_r=1&scp=1&sq=your%20immortal%20cybersoul&st=cse) and found it quite interesting, to say the least. The article also referenced the book you talked about.
I had never thought at all about your digital legacy and what would happen to it after you die. It is definitely an interesting question and brings up lots of issues.
The article mentions that estimates are that 375,000 facebook users die each year. I can only assume that as more and more people join facebook that the number will likely rise. Lots of questions arise about what happens to your content, who can access it, etc. In one case, the article talks about one family who sued Yahoo in an effort to get their son's email password after he was killed in Iraq. Yahoo refused, but was eventually ordered by the court to turn a cd with all his emails in it to the family. As you can see, the digital age and post mortem digital world is creating a new legal field. It makes me wonder if people should add a clause to their will bequeathing digital access to a particular beneficiary. Apparently, in addition to bank account information and safe deposit keys, people should also be providing passwords as part of their estate planning process.
The article also talked a lot about a particular prolific blogger and writer who died suddenly at the age of 34. His parents not only had to sort through his personal possessions, but also his digital life. His parents, who did not even own a computer at that point, then had to determine how/if to preserve his online self, in a sense. They also talked about how they had little idea about his blogs and how much they learned about their son after he was gone. It's an interesting thing to think about: how much would your friends and family learn about you after you're gone by looking at your computer?
Of course, in the American way, those with an entrepreneurial spirit have stepped up to make some money. One site DeathSwitch.com is discussing creating a site to send messages to loved ones after you have died. Of course, these could be sentimental messages or those of a more practical matter, like passwords, etc. Other services have already been created to act as digital safe deposit boxes.
The article definitely made me think more about the digital elements of estates. For example, if you had some sort of web business, that could be a valuable asset even though there may be no true "physical" elements of that asset.
Of course, if we do indeed attempt to preserve these "digital legacies" we also create a huge mass of digital information, much of which might be unworthy of preserving. For example, if a family member dies, part of the process is cleaning out their stuff and trying to separate between the valuable and the "other." If we are looking at digital information, that task may be more difficult. Definitely lots to think about.
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