Digital Citizenship wiki

A very useful resource is the Digital Citizenship wiki, which caters for students in grades 1-12. The wiki explains more:

This is a resource for grade level teachers to prepare students to use technology appropriately and being mindful of the citizenship skills they already possess. Come back often as this WIKI will be continually updated.

Digital citizenship wiki

There are links to topics such as cyberbullying, plagiarism and copyright as well as links to relevant videos. A very useful site which will be added to over time.

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.

Plagium

Plagium is a handy way of tracking text that students have supplied that you may think have originated elsewhere. Plagium also checks URLs.

All you need to do is paste the text in question into the Plagium box and then scroll down the page to see the books or websites where the information may have been plagiarised from.

For URLs, click on the ‘check URL’ link at the top left hand side of the Plagium website.

As plagiarism is an issue for schools, this may be a useful tool that is quick and easy to use.

Feature wiki – Preston Girls’ Secondary College

On their arrival at Preston Girls’ Secondary College earlier this year, teacher librarians Judith Way and Reina Phung grappled to get a handle on the curriculum requirements of the college. Job-sharing the 1.0 position, with no support staff, Judith and Reina found it difficult to find the time to meet with subject coordinators to ask for their input. Aware of the few audio visual resources and a collection that needed updating, they decided to set up a ‘Curriculum Audit’ wiki.

Not a link, just a screenshot of one of the pages from the wiki

Not a link, just a screenshot of one of the pages from the wiki

It was decided that the wiki was to be kept private, for the use and eyes of the  school staff only. Staff were emailed an introduction and request to contribute to the wiki. The email contained a word document attachment that included detailed instructions and screenshots on how to contribute to the wiki. Staff were then asked to contribute their thoughts on a number of questions:

  1. Do you need library resources for this topic/subject?
  2. What type of resources do you need? Please be explicit.
  3. Are you happy with the resources the library already has?
  4. What resources would you liked to be purchased or discovered?
  5. Do you have research skills embedded into the topic?
  6. Would you like to work with us to embed research skills into the topic?
  7. If you’d like help, when can we meet? Please nominate a time/date.
  8. How else can we help you in the teaching and learning process?

Some staff not only responded quickly and in some detail, but were enthused about the possibilities of wikis. One teacher, Les Kyle, proceeded to quickly create her own extremely detailed wiki for her VCAL class; the whole curriculum, topics and links to resources (with some contributions from Judith and Reina). This wiki was kept private within Preston Girls’ (using an email to the students’ email address inviting them to join the wiki) as full student names appeared on the wiki and discussions between teacher and students took place. Judith and Reina were proud to think that their Curriculum Audit wiki was the catalyst for Les’s fabulous wiki.

However, many staff did not know what a wiki was, and some had trouble even logging on. The ideal situation would have been an introductory session during a Curriculum Day for those interested/needing guidance. However as all Curriculum Days had been allocated to specific topics (Literacy), Judith and Reina continued to work one-to-one with interested teachers. Judith and Reina believe that something like the SLAV Web 2.0 course for teachers would be terrific, as they often felt that the majority of the teaching staff would benefit from the introduction to the Web 2.0 tools out there that can enhance teaching and learning.

The idea that wikis were the ideal tool for student/student and student/teacher (and teacher/teacher) collaboration was introduced to teachers. That students projects could be completed in teams, and the teacher automatically alerted by email to when contributions had been added. Students taking full responsibility for their own learning becomes apparent when those with access to the wiki can see (and also have email alerts) who has contributed what to the wiki. The way discussions and comments are structured means that students have to think about their responses, rather than perhaps plagiarise by cutting and pasting.

The bonus was that discussions about wikis and blogs now regularly take place and teachers who have not yet made a contribution to the wiki promise to do so when the VCE classes finish. The new ICT Coordinator has begun his own blog. And the teachers who contributed to the wiki will have the best resourced subjects in the school!

The only problem that Judith and Reina found was that the initial wiki grew so large that it had to be split into two; years 7-10 and years 11-12.

Zotero

A new way to research? Zotero is a revolutionary Mozilla Firefox  (an alternative web browser to Internet Explorer) extension that helps users ‘collect, manage and cite’ research sources.

With the results of a recent survey where 49% of Cambridge students admitted plagiarism, that sounds fantastic. How  does it work?

The Zotero website says that it:

  • ‘automatically captures citation of information from web pages
  • has a playlist like library that keeps a record of saved searches
  • saves records and notes in many languages
  • integrates with Microsoft Office, WordPress and other blogging software
  • has formatted citation export
  • stores web pages, PDFs, files, images, links and other attachments.’

Like Diigo, you can create ‘sticky note’ annotations that ‘stick’ onto the webpage you are using. The Zotero website explains how to create bibliographies; ‘For example, you can drag and drop references into any text field as either HTMLor plain text. You can also print bibliographies directly from Zotero or copy them to your clipboard. In addition, MS Word and OpenOffice plugins offer more precise control for integrating bibliographic information in your writing projects.’

Zotero provides a lot of information about how to use it as a research tool. There are screencasts that give demonstrations of how to use Zotero, as well as lots of links that explain just about everything you’ll need to know. Once downloaded, the Zotero icon lives in the bottom right-hand corner of the Firefox window. Just click on the Zotero icon when you want to use it. With the click of the mouse, Zotero saves the bibliographic information of a website to file.

Zotero in action

Zotero in action

Zotero can also be used with Netscape Navigator (no link as Netscape are no longer developing their product) and Flock web browsers as well as Firefox. Zotero 1.0 is the current version, but when version 2.0 is released, it will allows users to share collections, notes and documents, allowing better collaboration. Although Zotero is downloaded to a particular computer rather than generating a user login, it can be used on multiple computers. Version 2 should enable user logins for better portability.

Zotero really is an amazing tool for those who want to organise their research, searches or topics. It could be the new way to take notes and to teach students how to notetake online! Also a wonderful tool for anyone doing graduate or post graduate studies.

Diigo

Diigo (pronounced Deego) is a Web 2.0 tool that lets users bookmark, highlight  and add sticky notes to web pages. You can add and share (or not share if you don’t want to) annotations and get recommendations from other users. You are able to publish easily from Diigo to your blog or email and all references will automatically appear. That’s a huge bonus in this day of plagiarism. Diigo even call their tools ‘the best companion for online research’ and that’s a big call. Is it warranted?

Diigo

Diigo

The Diigo blog states ‘We are happy to announce the release of Diigo Educator Accounts, a suite of features that makes it incredibly easy for teachers to get their entire class of students or their peers started on collaborative research using Diigo’s powerful web annotation and social bookmarking technology.’ You do have to apply to Diigo for an educator account upgrade and it can take up to 48 hours for them to process your application (you have to fill out how/why you want to use Diigo in your school).

Diigo has to be downloaded to your toolbar, but it is a very quick process. Diigo says, ‘Once approved for a Diigo Educator Account:

  • A teacher can create student accounts for an entire class with just a few clicks (and student email addresses are optional for account creation)
  • Students of the same class are automatically set up as a Diigo group so they can start using all the benefits that a Diigo group provides, such as group bookmarks and annotations, and group forums.
  • To protect the privacy of students, student accounts have special settings which only allow their teachers and classmates to contact them and access their personal profile information.
  • Ads presented to student account users are limited to education-related sponsors.’

Sounds like it’s worth a look and a trial with a class. Anything that helps students research and acknowledge sources is worth pursuing. Have a look at the video that explains how Diigo works: How to use Diigo. And thanks to John Pearce of Salty Solutions for this guide to Diigo.