Wizarding World of Harry Potter

Harry Potter fans rejoice; the theme park at Universal Studios is not far away now. With an opening date of Spring (US) 2010, Universal has released a video and information about the Wizarding World of Harry Potter.

WWoHP1

This video of park creators should interest adults and children alike.

WWoHP2

Love what they’ve done with the Marauder’s Map! Can’t wait to visit. More videos available at here.

Lost in cyberspace

This lengthy but thought provoking article appeared in The Sunday Age on Sunday 15 November. It asks the question that if “possessions define us… what does it say about our identity when iPods replace CD racks and Kindles take the place of bookshelves?”

How many of us have perused the CD collections and bookshelves of friends and lovers to help us form our opinions of them?

PETER MUNRO

November 15, 2009

A YEAR or so ago, Professor Bob Cummins, convener of the Australian Centre on Quality of Life, emptied his shelves of books and left them on a table where staff and students at Deakin University give away unwanted stuff, like promotional CDs and old pieces of fruit.

It was liberating, he says. Utterly practical, too, given almost every piece of information he will ever need is available in compact electronic form. But he glances at his bare wooden shelves now and pauses. ”I feel like I have lost a social marker,” he says, finally. ”The fact is that I just never read those books and was never going to read them again – they were just academic props. But maybe they filled a function as that – as a prop for who Cummins is … probably shouldn’t have done it.”

Entering his office, you search for clues to reveal his likes and dislikes, fascinations and expertise. ”I guess walking into an academic’s office and finding a wall of earnest books is quite consoling; it means at face value you look like the real deal. Someone sitting in their office with bare shelves – how odd, what’s wrong with them?”

Perhaps a giant wall poster of Albert Einstein might suffice, he says, laughing. Anything to fill the void left as visual markers disappear behind blank computer screens.

Possessions help define us, brand us, but what happens when they start to hide away in boxes in top cupboards – CD stacks supplanted by iPod docks, film collections by downloads, libraries by wireless reading devices. Perhaps it’s part of a broader disconnect from society. As the world grows more intrusive, we retreat.

An article in Vanity Fairin August called this trend ”The Vanishing”. In mock-horror tones, the glossy mag moaned how homogenous e-books and iPods had stopped culture snobs showing off their superior tastes in literature and music to the masses. Equally, it was becoming impossible to spy on other people’s tastes and make judgments about them.

Sitting on a New York subway, writer James Wolcott watched a woman hold up a Kindle – Amazon’s wireless electronic reader, which became available to Australian readers this month – at an angle to catch the light. ”Unless you were an elf camped on her shoulder, what she was reading was hoarded from view, an anonymous block of pixels on a screen, making it impossible to identify its content and to surmise the state of her inner being, erotic proclivities, and intellectual calibre.”

Books ”help brand our identities”, he wrote. So what might become of us as such branding vanishes? Book jacket design might become a lost art, like album-cover art. The average coffee table book may not survive. Selected titles might be showcased in wall-mounted frames, with a small, built-in ledge, like a stage. Imagine every home displaying Barack Obama’s Dreams from My Father above otherwise clean, white bookshelves.

Beyond books, technology means we have to squint or turn our heads sharply, to read the small print on the sides of DVD cases. Music is now ”residing in our heads rather than resounding off the walls”, as speaker docks have replaced CD collections. Some bloggers have resorted to posting shuffle lists of their iPods online to advertise their eclectic tastes. Parties are reportedly held at which young hosts now hook up digital frames to their iPods, simply so guests can watch album cover images for whatever tunes are playing.

One particular passage in Vanity Fair, quoted in turn from The New York Times, resonated: ”After two decades of defining ourselves in terms of our possessions, we now need to figure out who we would be without them.”

Two years ago, I packed my meagre music library of about 200 CDs inside a cardboard box, inside a bedroom cupboard I need a chair to reach. The heavy wooden CD tower vanished from the front yard in the next hard waste collection. In its place, sitting in a speaker dock in my living room, is an anonymous iPod that can store about 20,000 songs – each of them nicely arranged by artist/album/genre.

It’s neat and clean and compact, if not a little lonely sitting there atop the bookshelf. I wonder if my small library of books might one day disappear the same way, subsumed by a single digital device that I can take on holidays and read on the beach without the breeze ruffling the electronic pages. But what to do with all those bare shelves?

Futurist Mark Pesce packed about 2000 books in a storage unit in California six years ago before moving to Australia. He visited them last year in an attempt to winnow away about half the titles – but it’s hard graft. ”In a way that no other possession I own is me, they’re me, they’re absolutely me,” he says.

And yet, he reckons weighty textbooks, which are expensive to print for a niche market, may one day be sucked holus-bolus into digital reading devices. Reading for pleasure, whether handsome literary classics or those airport books hidden at the back of the bookshelf, will be the last thing to go. ”The thing that has scared me the most is, as an intellectual, I always like going into someone else’s house who is an intellectual to see what books they have. I find it extremely satisfying and exciting to look through someone else’s library,” he says.

”But I strongly suspect they will reappear in some other form. Already, some web-based services, such as Safari, are like a library where you can indicate what books you read. They’re like a web-based bookshelf, so before you go to see somebody, you drop by their electronic bookshelf and see what they’re reading.”

A Twitterer he follows recently declared how much he enjoyed listening to the rather earnest West London folk band Mumford and Sons. Once, Pesce might have had to rifle through a CD collection to make such a discovery. Now, many people are more inclined to reveal themselves through digital pointers rather than actual physical objects.

It’s different, sure, but who says it’s better? There are some obvious pitfalls to relying largely on the self-selections of others. On the internet, nobody knows you’re a dog. But nor do they know you’re lying when you pretend to have read Proust. A university peer once claimed he had finished Ulyssesand thought it ”not a bad read”. I wanted to punch him in the jaw. Now, he can list his most memorable titles on booktagger.com.au, and annoy so many more people all at once.

Pesce says there is so much clutter online that something has to give. ”I read a Tech Lunch piece by a music reviewer who realised his 14-year-old son had been exposed to more music by that age than this older man had been in his entire life,” he says.

”This 14-year-old had never lived in an age where media has never been instantly available at the click of a button. Now we have an age of such hyper-abundance of media that, in fact, there is no place we can put it all. So much is coming from everywhere that things need to vanish.”

Here’s a neat game: next time you see someone wearing headphones on the train or walking down the street, stop them and ask what they’re listening to. You may need to nudge them to get their attention.

I tap Shane Cameron, 36, project manager for a smallgoods company, on the shoulder as he stands on crutches at Southern Cross Station, waiting for a train to North Melbourne. He’s been forced to catch the train since knee surgery – the downside to years of indoor soccer and taekwondo – and passes the time listening to Texan alternative rockers Sparta on a white iPod. ”It relieves the boredom,” he says. ”I always have something to keep myself occupied.”

On a separate train to Flinders Street Station, Gerard Richardson, 20, is listening to Canadian singer-songwriter Feist, while reading The Making of Julia Gillard. Small-business owner Anna Parente, 62, alights at South Yarra Station with a portable radio tuned to 3AW. ”I’ve had three train cancellations this morning. I’m furious. This takes my mind off things,” she says.

Massage student Jess Keighran, 21, is travelling to Richmond from Essendon, and leaves one earphone in while we speak. ”I usually read and listen at the same time, so you don’t have to listen to other people’s boring conversations. I just zone out, forget about what’s around me,” she says. What are you listening to now? ”I’m listening to nothing, the music just stopped.”

We plug in and plug out, often as soon as we walk beyond our front door. The headphones go on, we tap away at text messages or hunch over mobile phone screens on the train, playing solo computer games or watching the latest episode of our favourite TV shows. It’s another form of vanishing, really. Another way we disappear behind mobile technology, disconnecting from the inane bluster and bustle about us. Morning peak hour is like being stuck inside a mobile phone dead zone, with only the tinny bleed of noise from your neighbour’s overloud MP3 as company. It doesn’t matter that no one’s talking to each other, because no one’s listening any more.

Well, almost no one. Sound designer David Franzke spent 18 months riding Melbourne trains to record conversations for use in Anna Tregloan’s play, The Dictionary of Imaginary Places, which premiered at last month’s Melbourne International Arts Festival. The sound of silence made his work frustrating, he says now, as we trundle along on a city-bound train from North Melbourne at 9am.

We are close enough to touch our fellow passengers, their hands busy checking text messages or sending emails, their ears piped with blather. I’m conscious Franzke, scruffy and curious amid so many suits, is the only one talking. ”I don’t think a lot of people get to do what they want to do with their lives. They end up taking a gig where they have to pull on a suit and go to work every day, and I don’t think it’s very much fun and I think they do shut down,” he says.

”You don’t hear as much now as you once did. You watch a group of kids who are travelling to school together and, let’s say there’s seven of them, at least three are going to have earbuds in their ears. They hit each other to get their attention.

”You see a lot of girls split their earphones to have one each, so they actually are in each other’s worlds for a little while. But it’s devolution not evolution. We’re actually losing the ability to communicate.”

Deakin University’s Bob Cummins – he of the empty bookshelves – says such disconnection is symptomatic of an age when people increasingly live alone. Paradoxically, at a time when it is possible to touch more people than ever before online, we position ourselves as islands from each other. ”People are retreating into themselves even further and taking themselves away from the bothersome interaction of other people,” he says.

”You can only do it in the anonymity of a large city. But people might want to do it because they are so overloaded with other information, or overloaded from too much social contact from Facebook – I mean, how much can you deal with?”

But Jenny Lewis, author of new book Connecting and Co-operating, instead sees Facebook and Twitter as opening opportunities for new, far-flung social interactions. ”To say we don’t know everybody who lives in our street and we don’t all go out for dinner, doesn’t say we have no friends. We have changed away from very local versions of connectedness to these other, maybe even virtual, communities,” she says.

We still use social markers to reveal our preferences and dislikes to others, but in less tangible ways, she argues. ”I see people comparing libraries on iPods and iPhone apps. It is not so easily accessible to look at things on bookshelves but I think people still swap and share their connections, just in different ways.

”Some people use their iPod defensively, to block out inane talk, but you wonder whether it is very different from how it used to be. It is not as if people used to strike up conversations that often before. We’re just so busy and time poor that we often feel too stressed and don’t feel we have time to do those basic things. So the moments we do get, we want just to ourselves.”

One train conversation detailed in The Dictionary of Imaginary Placesinvolves a girl who says she wants to quit Facebook because she feels too exposed. ”I don’t want to be found, that’s why I moved away,” she says. ”I actually hate it when I go in there cause there is 1001 messages going, ‘So and so has requested a friendship. So and so has changed their mood.’ Some people I might have gone to high school with; I might have sat next to on the train and I wouldn’t know.”

Her words ring in my ears as I stand on a quiet train, stuck in the interminable circle of hell that is the City Loop, and notice a man in the carriage reading Zen and the Art of Motorcycle Maintenance.

An older man in a dark blue suit sits with his white earphones in and his eyes closed, a beatific smile on his dial. And I wish I were in his world, if only to the next station.

I recently culled the vast majority of my CD collection as I was sick of dusting them and I never listened to them outside of the iPod. Books will prove different for many teacher librarians I believe, me included.

Google Lit Trips with Camilla Elliott

SLAV Professional Development Coordinator, Head of Library & Information Services, Mount Lilydale Mercy College and thoughtful blogger Camilla Elliott, presented this excellent session at the recent SLAV Seeing Things Differently conference:

Last Friday I presented a session at the SLAV Seeing Things Differently Conference on using Google Earth in the classroom, with a particular emphasis on the Google LitTripsof Jerome Burg.  A wiki containing links and video resources assembled for the session is on my Linking for Learning wiki.

Camillas google earth

With so many resources available for Google Earth,  a bit of sorting is required. This collection of specific resources will help anyone getting started.

Google LitTrips uses the Google Earth application to bring a story to life.  It facilitates a level of interactivity with the text that suits the visual learner particularly but also enables a team approach that provides shared opportunities for learning.  Jerome Burg has put an immense amount of work into Google LitTrips since I first blogged about it in August 2007.  Under Google LitTrips Tips he has  added comprehensive instructions for use in the classroom that can be applied to any use of Google Earth across geography, history, science …. it’s endless.

On the resources wiki is a link to Tom Barrett’s 24 interesting ways to use Google Earth in the Classroom slide presentation which is full of ideas.   Thomas Cooper is also there taking a social justice perspective with his Expeditions LitTrips site which is part of his Outdoor Culture and Technology course.  So many different ways of using and engaging tool to learn and create perspective.

Jerome Burg needs a word of thanks for putting his years of experience as an English teacher into this project.  The instructions and lesson support he offers makes all the difference to the use of Google Earth in the classroom.   Use the free version of GE or purchase Google Pro with added features and flexibility for using on a school network.

Thank you to Camilla for sharing your wonderful and innovative work.

SLAV conference notes – Keynote Dr Mark Norman

The School Library Association of Victoria conference Seeing Things Differently was held on Friday 13th November at the National Gallery of Victoria. Prolific blogger and teacher librarian Lisa Hill took notes from the keynote by Dr Mark Norman, and has kindly agreed to share her notes. In Lisa’s words, “just bear in mind that as they were written ‘live’ they’re not a considered response; they’re more like notes taken in a lecture theatre than a coherent report.”  

Dr Mark Norman is the author of a number of books in my school library: Birds in Suits, The Octopus’s Garden, The Great Barrier Reef, Sharks with Attitude, and Living in the Freezer and we love them all.  He’s passionate about the idea of encouraging children to escape into reality, and while he acknowledges that kids are fascinated by the Lord of the Rings monsters and fantasy creatures, he thinks the natural world is intriguing for kids.  He showed us some wonderful slides of deep sea animals that are ugly grotesque and gross, but they’re beautiful too.

So Dr Norman wants us to see things differently – to look around us more than we do.  He’s a very entertaining speaker, and a great role model for kids becoming interested in science.  He says we have to get our eye in – because sometimes we can’t see things because we’re not looking in the right way.  He himself thought he had failed in his first research project on the Great Barrier Reef because he failed to see movement of camouflaged octopi.

Dr Normans’ books for kids are all based on his research but they’re not dumbed down.  They’re predicated on the idea that the visual is critical to not only engaging interest but also providing information that is critical to  understanding.  There’s a narrative behind the photos too: he told us about one photo that took ages and ages to get because the octopus kept squirting ink to avoid the photographer.  The creepy details of these creatures behaviour is of course very appealing to kids and these real stories can compete the silly stuff kids see in the popular media: the important thing is to have this information in kid friendly language.

At Black Dog books, Dr Norman learned to

  • play with stereotypes
  • space and place
  • time

The Shark Book, Fish with Attitude: challenges the stuff about sharks being a terrible threat to humans: gentle giants like the whale shark and tiny little sharks in the deep that never get near humans.  We are much more of the threat than they are to us.  Koala the Real Story challenges the lack of detail about some that we think we know a lot about. Koalas have huge noses because they need to sniff out which of the leaves they eat are the least toxic.  (This book is due for release soon).  He adds jazzy facts to his text comparing the scale of the koala embryo and its mother to a human child and multi storey buildings.  Let’s call creatures silky instead of slimy; let’s recognise the engineering feats of the house fly.  (Hmm, not too sure about that one!) There are many stories to tell about these creatures…

Place and scale can be explored and you’ll find living creatures anywhere, even places that seem like sterile concrete deserts.  In the inner city, planting a few native plants and the creatures will come.  Get to know your local creatures and then build on that. Another new books is about the Deep, down through the different layers of our oceans, exploring the most common creatures on our planet that most people don’t know about because we can’t go deeper than 6km into the deep.  These books involve complex visual literacy, including scales to show how deep the creatures are, graphics, text and striking background.  Another forthcoming book explodes the myth than penguins and polar bears live together: these will be vertical books, not horizontal…

Loved his suggestion that an ovenight sleepover or a twilight activity at school can introduce children to their local creatures that only come out at night!

Interesting aso to compare the local area: the time scale at your own place during the indigenous period, and during pre human history.

Design and accessibility for weak readers includes non linear narrative, side bars, strong graphics and making information available in multiple ways.  The Octopus’s Garden even includes DVDs showing film without a narration, which draws kids back to the book including the fact files in the back of the book which can be read by adults interpreting the books for children.

Kids and Climate Change: inevitable that it will affect us but Al Gore’s book was focussed on the problem and not enough on the solution.  We need to give kids the idea that they are part of the solution.  The narrative that’s needed will empower children so that they do what they can…

This entire presentation was given in a darkened Cleminger Theatre: it was a rivetting slideshow featuring the amazing creatures that Dr Norman talked about.  This post can’t possibly convey the power of the visual images that he stressed were so important – you had to be here!

Thanks Lisa for your note taking and sharing. Great to revisit this fabulous presentation. It certainly made one think seriously about ‘seeing things differently”.

 

Feature blog – Lucacept

Bright Ideas is pleased to announce on behalf of the School Library Association of Victoria that Jenny Luca, uberblogger, Web 2.0 sensation and Head of Information Services at Toorak College, is the recipient of the 2009 John Ward Award. To win the award, the recipient must demonstrate an outstanding contribution to learning and teaching at their school and raise the profile of the profession through their role as teacher-librarian. Jenny has certainly done this!

As most of you probably know, Jenny has written her inspirational blog Lucacept for some time now and has gained an amazing and well deserved following, both throughout Australia and internationally. Comments on Lucacept come from the who’s who of the Web 2.0 world.

 Jenny has kindly taken time out from her busy schedule to share news on the development and evolution of Lucacept.

 Lucacept

Lucacept evolved after probably a year and a half of exposure to ideas about Web 2.0. I was involved in a project with the AISV being run by Tom March called My Place. We were using some of the tools and I was beginning to see how we could use them for student engagement and collaboration. Unfortunately, it wasn’t funded beyond that initial year. Things cemented when I went  to the Expanding Learning Horizons conference in 2007 and participated in a 5 hour workshop with Will Richardson. That experience got me really excited about the possibilities and I started reading his blog. Not long after I was presenting at an ALIA conference in Adelaide and John Connell was a keynote presenter. He mentioned his blog and I started reading that too. It was like a springboard effect; the more I read the more I discovered and the more I realised that I wanted to participate in the conversations that were happening in the edublogosphere.

Over the summer holiday break we went camping and I decided that once I returned home I’d start writing. I was mulling over a name. I was talking to my husband and said that I was trying to intercept the Web. He drove to work and rang not soon after suggesting ‘Lucacept’.  I had the name, now I just had to start writing.

So start writing I did. Here’s an excerpt from my first post;

“I’ve taken the plunge and decided to become a blogger. I want to learn as much as I can about the Web 2.0 world and think it would be a good idea to share what I am learning. I’m reading lots of blogs via my Google reader  and can see that sharing some of these amazing insights will be beneficial for others.”

And this happened (from my second blog post);

“Last night I wrote my first post. Well, I thought, that will fade into obscurity until I tell someone they should have a look at this newfangled thing I’m doing. Wasn’t I surprised (and very excited I might add) to see comments  from Alec Couras   and Judy O’Connell this morning. Thanks for taking the time to notice – it means a lot to a novice.”

I’d committed to writing a post every day bar Saturday. I did this for the first six months and then decided that it wasn’t necessary to do this. Another factor was that I was now part of the network; I was connecting and communicating with others using tools like Twitter and was finding it hard to maintain balance. That continues to be a struggle, but I’m finding it easier now that I have established a presence. I know I can be away for a little while and the network won’t forget me!

The connections I’ve made have been the most  valuable part of my blogging experience. I was able to work with Sheryl Nussbaum Beach and Will Richardson to incorporate Australian schools into their international Cohort of Powerful Learning Practice. That program is now being used as a pilot with DEECD for a Netbook trial. The students at my school have participated in Global projects and are starting to understand that you can have reach and influence if you actively pursue it. I’ve established a Ning called ‘Working together to make a difference’ with Angela Stockman from Buffalo, New York and Mike Poluk from Canada; it is a wonderful space for sharing and doing meaningful service learning work. I am very proud of the caring and supportive network that is growing in that Ning environment. My own students have worked in a Ning environment that links four classrooms and it has changed the nature of our interactions. Learning takes place outside of classroom hours; we have created community. Expert voices such as Michael Gerard Bauer and Barry Heard have joined along the way and have helped the students understand their words. I learn every day from the people I share with and try to bring that learning back to my school environment. I know that the library space we are in the process of creating (we have funding for a new building and will begin the build in the new year) will be influenced by the thinking I am exposed to via the networks I operate in.

I’m constantly surprised that people read my words and are inspired by them. My school community are aware of what I do and I am supported by my Principal, Noel Thomas, who encourages my work and often broadcasts it to our wider school community. His support enabled me to attend Learning 2.008 in Shanghai where I was able to meet some of the people in my network face to face.  I don’t force my blog onto the staff; if they want to read it they know it is there. What I have found is that people know that I have knowledge and they are starting to approach me to assist them in trying out new ideas for teaching and learning.

I’m excited by investigating the validity of these new tools for educational purposes. I’ve been invited to contribute to a Reference Group informing ACER (Australian Council of Educational Research) who are beginning to research the impact of digital learning environments.  

Blogging has changed my life. I’m a learner now, first and foremost. I learn alongside the students I teach and we share the rewards and frustrations of new ideas and environments. I’ve never been more energized or excited about the future of teaching. It’s a wonderful time to be a Teacher-Librarian. We have this perfect storm of opportunity to run with new thinking and be the leaders in our schools. Libraries are in the process of reinvention and can become true hubs for thinking, conversation, sharing and belonging.  We need to embrace the change and run with it!

Jenny is an extremely deserving recipient of the John Ward Award. She dedicates innumerable hours to Lucacept, the Ning and other Web 2.0 projects. Jenny’s school, Toorak College, is extremely fortunate to have a staff member of Jenny’s intelligence, vision, drive, commitment and passion for learning and sharing. Jenny is an outstanding role model for teacher librarians and lifelong learners. Congratulations Jenny!

Arcademic Skill Builders

Arcadamic Skill Builders (no typo – just a mashup or arcade (games) and academic I guess) bills itself as “The place for educational games.”

Academic skill builder

From the website comes the following information:

Arcademic Skill Builders are research-based and standards-aligned educational games that offer an innovative approach to teaching basic academic skills. We incorporate features of arcade games and educational practices into fun online games that will engage, motivate, and teach your students.

Play games for free right here on our site! We have multi-player and single player games.

With numerous games to select from and educational standards and research based evidence provided, this site is a must see for teachers.

The Hat

Ever need to draw student names from a hat but never have a hat? Well, The Hat is here to help. A quick download onto your computer from the free site and you can randomly select entered names as often as you wish!

The website explains more:

Just like drawing names from a hat to determine a random order for a group of people or to choose individual random names or pairs of names, complete with cool animation and optional sound effects. Great for selecting winners of raffles or sweepstakes or for parents or teachers to determine a random, arbitrary order in which to allow kids to do various things.

168434_large

Another useful tool for busy teachers.

Mr Picassohead

Mr Picassohead is such a fun website. It allows users to create their own ‘Picasso’ by selecting different types of faces and facial features, colours and so on and dragging them onto a canvas.  It is a great way to begin a unit of work on Picasso, Cubism or abstract art with students.

Have a look at the gallery of creations that have already been saved by other users:

Mr Picassohead

Fun for students and teachers alike!

Connect and Web 2.0

Russell Blackie from the Victorian DEECD’s eLearning Unit presented the following information to the recent SLAV conference; Skills for School Libraries V2.0.

There are some familiar tools there for readers of Bright Ideas and some nice new ones you may not have tried yet. Did you notice that Russell used Edublogs.tv to host his presentation?

Thanks to Russell and SLAV for making the presentation available to the wider school library community.