The future starts now:e-books and everything

Curriculum Corporation and the School Library Association of Victoria present a joint conference, The future starts now: e-books and everything, on Friday 14 August 2009 at ACMI, Federation Square, Melbourne.

What IS happening around the world in e-book publishing? How are these emerging technologies finding their place in school classrooms, libraries and IT systems? Will changes in information and book format delivery impact upon student engagement and achievement? Hear up-to-the-minute reflections on these matters by authoritative presenters and receive advice on your school’s copyright responsibilities. A $150-value ‘Desktop author software’ license is included free in your registration. Experiment for yourself.

Registration details available at: http://www.curriculumpress.edu.au/pd/index.php

Powering Up Minds and Powering Up Machines: Guided Inquiry, Reading and Web 2.0

Dr Ross J Todd and Dr Carol A Gordon from the Center for International Scholarship in School Libraries Rutgers University, The State University of New Jersey presented two vital presentations this week to the Planning Learning Perspectives: Guided Inquiy Masterclass held by the School Library Association of Victoria.

Powering Up Minds and Powering Up Machines: Guided Inquiry, Reading and Web 2.0  is the first presentation and an exceptionally vibrant one. If you are interested in supporting students right through the researching, writing and presenting stages of assignments, you must experience Dr Ross J Todd’s powerful presentation.

The notes below are a record of the session.

Ross Todd – Powering Up Minds and Powering Up Machines: Guided Inquiry, Reading, and Web 2.0

  • Guided inquiry is not about ‘finding stuff’ but creating something with that stuff!
  • When classes come to the library, there is intensive information finding, printing, downloading, then we stop them coming to the library and send them off on their own! We abandon them at the most critical time of knowledge building.
  • We need to walk with kids on the information to knowledge journey. We must intervene instructionally along their journey. We can’t just assume kids can do these things on their own. We must support kids in ways that we’ve not traditionally done.
  • Guided inquiry is a partnership with teacher librarians, teachers and students.
  • Students often feel that they are doing research projects against their will.
  • The information world is not all safe and secure nor accurate. We have to get students to see this.
  • “Libraries should be cesspools of intellectual discontent”.
  • How do we really develop kids as critical thinkers?
  • Cut and paste article from Wikipedia and run it through Wordle. This gives them the vocabulary of the topic.
  • Run school library information policy through Wordle. What does it say? Run research assignments through Wordle. Are they superficial? Describe/list? Or Bloom’s higher order level? Examine intellectual capacity of what you are asking kids to do.
  • We need to get over define, locate, select. This contributes to plagiarism because they don’t know what to do with the stuff that they find. Yes important, but we need to construct ideas.
  • Carol Kuhlthau’s research model. Frameworks and structures that are built on research.
  • How we use the Web 2.0 tools to build deep knowledge. How do we support them all the way along?
  • Plan deep and rich inquiry based projects.
  • Kids begin with limited, vague knowledge. This is okay. All our kids begin searching with Google. Let’s work with it. Google, Wikipedia(quite reasonable) this is helping them get their head aroundthe topic. Don’t stop this as they are trying to build a knowledge picture of their topic. These notes should only be for background knowledge. This is where the research process goes wrong. We must give kids choice. This model gives three levels of choice. 1st  choice: selection stage; pick the topic. Must let them build background knowledge first. Wallow in their choice and allow them to get a foothold in it. General resources such as Wikipedia play a role here.
  • 2nd choice: formulation. Kids encounter differences in the background material. Here is where students develop their focus questions that they are going to explore. What makes them curious, what intrigues them? Do this with guidance. Deep knowledge and understanding. This is only developed after they have a background understanding of their topic.
  • Collection stage has 2 important meanings; Background knowledge then move into a secondary set of resources that enables them to ask complex questions. Away from elemental stuff to a higher level of resources. How do I now construct my knowledge?
  • 3rd choice: presentation. How am I best going to represent my deep knowledge? What is the structure going to be? Who’s going to listen to me? As a journalist reporting? As a scientist making a report to a govt body? May need instructional interventions. Don’t abandon them.
  • VELS and guided inquiry. E5 model fits nicely with the research based inquiry model.
  • How do we use Web 2.0 tools to help develop tools for inquiry? Raft of tools that foster production of content. Generate deep knowledge. Shift to community act of personal engagement with topic to create. Platform gives provision of information, production and sharing information.
  • 45% of 9-12 year olds have online profiles.
  • How do we use ToonDoo and Voki to develop deep knowledge and understanding? We need them to foster thinking and creativity? Important criteria before we select the Web 2.0 tools to use in our classes.
  • How am I using this tool to think? How are kids using this to foster deep thinking? Meta cognition? Do they help kids think? Or just another toy? How do they develop kids reading environment? The way information is structured? Does it help them use language and to read? Need to develop other critical competencies. How do we use them safely? How do we engage and participate? How do we manage the content? Beyond traditional information literacy skills. 
  • How do schools deal with ethical issues? They shut them down. How do we use these environments to deal with inappropriate stuff?  John Dewey. Learning by doing and experiencing. Engage them in safety in some of these environments.
  • Does it promote critical thinking? Where does it fit in the inquiry process?
  • Blogs for blogs sake is a useless experience. How do blogs support inquiry? What are we saying in the blog? What is the message? What’s my response? Provide 5 facts we didn’t know about topic. Sources. Explain something. We need to direct them to learn how to craft a response. Are they being used in an analytical way? Collect and craft responses. Engage critically. Use the blogging space to teach and intellectual ability. Look at the responses. What do you conclude? Sustained and intellectually sound position statement. Reflective response. Thinking process and Personal Learning within VELS. How this space becomes a thinking space for the kids.
  • Uses wikis for groups of students working in one space. A living document. People work together to generate and maintain the document. Wikipedia is the best example of this. Social construction of knowledge; community watchdog, a group of people negotiate meaning. A group’s best effort. Teaching kids how teams work together, how to deal with conflict (others edit entries), negotiation skills, managing documents. Construct a picture of prior knowledge.
  • Use Wikipediastrategically. Fabulous for building background knowledge. Go through an article with them. If there are errors, edit it and fix it. If kids write a fantastic piece about a specific topic, get them to submit it to Wikipedia. That their ideas are worthy of giving back to the universe of knowledge. Formative and summative assessment. Use a wikispace for drafts of their work. PQP. Praise, Questions, Polish.
  • Wonder wheel. Connections and relational documents. Timeline shows primary resources. Google.com/squared creates a topical matrix. Great for building background knowledge. Gives kids a way of building topics selection, choices. Away from constant writing of meaningless facts.

Dr Ross Todd is an energising, transformational educator. If there is ever an opportunity to attend professional development sessions with him, do everything in your power to be there! What an amazing person!

Libraries become the hip place to be

Interesting article in Sunday’s Age (the print headline was “Just quietly, libraries have become the place to be”, happily the online version is not so hung up with the ‘shush’ stereotype) on the growing popularity of libraries, including school and public libraries:

Libraries become the hip place to be

 

As exams approach, students cram at the State Library in Melbourne, but attendance at libraries is increasing in general. Photo: Pat Scala

John Elder

June 14, 2009

BOOK sales might be on the slide around the world, but borrowing from the local library is surging – and that’s the story whether you live in New York, London or . . . Korumburra in West Gippsland.

Victorian municipalities are following the global trend, with some libraries becoming as crowded as clubs.

On average, West Gippsland regional libraries have a third more members than they did a year ago.

The City of Port Philip boasts an 11,000 jump in membership, from about 61,000 to 72,000.

But the most dramatic surge of library patronage has occurred in the central business district, with the State Library recording more than 400,000 extra visitors in the past recorded year – with 1,147,000 visitors in 2007 compared with 1,570,000 in 2008.

A spokesman for the State Library, Matthew van Hasselt, was “reluctant to give just one reason for the gain, but I think the increasing numbers of people now living in the CBD are a factor”.

Apparently, inner-city residents don’t account for the astonishing but low-profile success of the obscurely located City Library. Set up five years ago as a joint initiative between the City of Melbourne and the Centre of Adult Education in Flinders Lane, the City Library had a record 70,000 visitors last month – 15,000 more than in May last year.

Says Barry McGuren, library services co-ordinator, City of Melbourne: “Last year, about 60,000 a month was the maximum. Why the leap? I think people are only now starting to find we exist as a library … and 75 per cent of those people aren’t city residents. They’re mostly commuting workers, students or visitors from the country. We also have between 3000 and 5000 homeless people who regularly use our services.”

The City Library has become so popular – with up to 3000 visitors in an hour during lunchtime – that the State Government recently co-funded an extension of weekend opening hours. “We used to close on Saturday at 1pm, now we’re open until 5pm. We’ll be opening on Sundays from August.”

Since late last year, various media bodies including The New York Times, The Denver Post and Bangor Daily News, have been pondering if the leap in library use is linked to global economic woes. Indeed, where many businesses are under threat, libraries are a growth industry such that the City of Melbourne is planning to open three new libraries in the next 10 years – in Carlton, Docklands and Southbank.

Says Barry McGuren: “We do get a lot of unemployed people coming into use the computers to look for jobs or work on their CVs, but I wouldn’t think the GFC (global financial crisis) has played a great role yet. We’ve seen a steady increase at our East and North Melbourne libraries … and I’d say that’s more about the fact that the population of Melbourne is growing.”

Online resources are having an undeniable impact on library popularity, and also how libraries are organised. This shift is most apparent in our schools.

Mary Manning, executive officer of the School Library Association of Victoria, says that most non-fiction and reference materials are accessed online in the school system, while bookshelves are laden with more fiction books than encyclopedias.

“We’re more likely to subscribe to an online encyclopedia than have a set of volumes on the shelves. It’s made learning much more proactive . . . and students feel much more excited using online resources. It also means they can easily communicate and workshop their ideas with fellow students at school, but also with students on the other side of the world. They’re not longer writing for the teacher, but for themselves.”

Ms Manning says it is now routine for students to be taught about intellectual property and copyright to avoid plagiarism issues.

RIP Flowgram and Totlol

In less than a year since its startup, Flowgram has been put to sleep. In an extremely disappointing move, the developers sent out this email to users a few days ago:

Today is a sad day for us. We have decided to terminate the Flowgram service as of the end of the month (June 30th, 2009).  The service received excellent reviews and had an enthusiastic core user base. However, we were not able to demonstrate (especially in these economic times) that Flowgrams would ever be prevalent enough for us to adequately monetize the business, either though ads or subscriptions. This is obviously very disappointing, but building the Flowgram platform was a lot of fun, and it was wonderful to see how many of you used our tool to express yourselves in a deep and meaningful way.

Although you won’t be able to play your Flowgrams after the end of the month, you can export them to video by clicking “share” from the website or “more sharing options” from the Flowgram player and scrolling down to the export to video section.  It is very important, if you wish to keep your content, that you export to video and download the video by the end of the month.  Please let us know at support@flowgram.com if you have any difficulties doing this.

Again, I would like to thank you for your support, for your Flowgrams and for your good wishes.

Best Regards
Abhay Parekh (Founder) and the rest of the Flowgram Team

In these financial times, just because something is a great product doesn’t mean that it will survive. And whether we like it or not, developers and investors still need to make a dollar either through advertising or premium accounts. So many Web 2.0 tools are free for us to use but the people behind them still need to make a living somehow.

A similar thing has happened at Totlol, the video site aimed at young children.

Totlol developer Ron Ilan recently published the following message:

My focus over the past year has been on making Totlol the best video web site for kids and parents out there. I think I succeeded. It got great reviews. It has been copied and borrowed from. It is packed with features. It has an iPhone web app. It has an active user community. It is growing. Last month Totlol was visited 150,000 times.

While building TotlolI was constantly looking for ways to make it sustainable. I failed. A “normal” website would just “fill up” with ads, but Totlol is not a “normal” site. There are two things that set harsh limits on what can be done – the target audience and the usage of the YouTube platform. With Totlol you just can’t do what other websites do.

It is now June 2009, more than a year has gone by, and I find myself running a website that is loved and growing but has no future. It needs a long term sponsor and I can’t find one. I just can’t support and develop it all by myself anymore.

So, it is now time to say goodbye.

Totlol ceases on 1 July.

School Libraries 21C

Colleen Foley, the Manager of the School Libraries and Information Literacy unit at the Curriculum K-12 Directorate, NSW Department of Education and Training has sent the following message:

School libraries 21C, a moderated discussion blog hosted by School Libraries and Information Literacy Unit at http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/index.htm is now live. Direct link to the discussion blog is http://schoollibraries21c.edublogs.org/

You’ll find the suggested background reading, and a document to assist you in using the blog and holding focus groups for combined responses at both these links.

We look forward to a diverse range of perspectives, and working towards a common vision. Dr Ross Todd and Lyn Hay, Lecturer in Teacher Librarianship at Charles Sturt University, will guide the discussion.

Enjoy the discussion. We welcome submissions from individuals, and groups such as school, team or professional network focus groups posting combined responses to aspects of the discussion. When posting responses, please indicate your sector, type of school, and
nature of the group if a group response (eg Executive, Principals in a Region, teacher librarian network).

For further information and assistance, please contact Colleen Foley mailto:Colleen.Foley@nsw.edu.au

SLAV Elluminate training

For School Library Association of Victoria members who are interested in learning how to use this online conferencing system, there are a number of sessions planned in Melbourne and regional areas of Victoria. SLAV plans to deliver professional development online via Elluminate in terms 3 and 4.

  • Ballarat Branch training to be held on Wednesday 5 August
  • Central Metro Branch training to be held on Wednesday 29 July
  • Geelong branch training to be held on Tuesday 18 August
  • North East Branch training to be held on Thursday 3 September
  • Southern Metro Branch training link to be held on Thursday 30 July
  • You are welcome to attend meetings as well as participate in the revision session planned for Thursday 25th June. All links for sessions are above, however the training session links are only accessible on the day and time of the training. Please be aware that if you plan to attend a meeting and/or revision session you will need a set of headphones/microphone and depending on the school network, may need to bring your laptop with Elluminate already installed on it. Please contact your branch convenor for clarification. To install Elluminate on your laptop and/or desktop, click here and follow the prompts.

    Some more Elluminate resources are accessible below:

  • Elluminate home
  • Elluminate online support
  • Elluminate Participant Reference Guide
  • Free Elluminate Access
  • Moderators’ training and documentation
  • SLAV Elluminate branch training powerpoint presentation part 1
  • SLAV Elluminate branch training powerpoint presentation part 2 
  • Further sessions will be scheduled for areas not yet listed.

    The Horn Book newsletter

    Did you know that the very highly regarded children’s literature journal, The Horn Book sends out free email newsletters?

    Subscription page
    Subscription page

    Click here to subscribe to their newsletter.

    In their own words The Horn Book provides:

    Each monthly issue features interviews with leading writers and illustrators, brief recommendations of noteworthy titles, and the latest news from the children’s book world.

    A great resource and as always if it’s free, as this is, it’s even better. 

    Stormwatchers : a cyclone awareness game for children

    The Bureau of Meteorology has copies (CD format) of the “Stormwatchers : a cyclone awareness game for children” available to give away. The game and further details can be found at: http://www.bom.gov.au/storm_watchers_game/ . If any school library would like a copy of the CD, please get in contact with Trevor Wakely by emailing  T.Wakely@bom.gov.au  and he’ll send you a free copy.

    More on library careers

    The Library and Information Industry Careers Evening was held from 5.30 – 7pm yesterday at Experimedia @ the State Library of Victoria – and what a wonderful success!

    180 young people eagerly sought information about courses and career prospects – with large numbers expressing interest in becoming teacher-librarians.

    Further information regarding careers and courses can be found on the destinationlibrary wiki at: http://destinationlibrary.pbworks.com