Book-based thoughts about #alaac15

I have so much more to write about, but just don’t have time right now to digest and properly reflect on the sessions.  So instead, here’s the “easy” post, all about the books!

ARCs to savor – look for these books soon! (ok, I haven’t read more than one or two… yet…):

• Slade House by David Mitchell (huge surprise, given the appearance of The Bone Clocks earlier this year)
• Worlds of Ink and Shadow by Lena Coakley (historical fiction about the Brontes)
• The Trouble in Me by Jack Gantos (no one does fictional autobiography like Gantos.  No one).
• Most Dangerous by Steve Sheinkin (about Daniel Ellsberg, maybe helping students understand why what he did was such a Big Deal Back Then)
• Untwine by Edwidge Dandicat (need I say more?)
• The Year of Lear by James Shapiro (maybe understanding the historical setting around the writing of the play will help students appreciate it more?)
• We Believe the Children by Richard Beck (looking forward to revisiting the hysteria)

For the record, I got nearly 70 books at ALA, all of which I’m hoping I’ll truly enjoy.  These just seemed to be the most universally interesting.  Or not.

A few years ago, Wendy introduced me to the joy that is the Best Fiction for Young Adults teen feedback session.  If at all possible, I try to go and hear what the teens really think (because as a 50+-year-old, sometimes I just don’t think like a teen).  The following is a list of the books that got Much Love, Some Love and Mixed Love from the group that spoke, and one or two that they didn’t seem to like as much as the committee did:

• Simon vs. the Homo Sapiens Agenda (Becky Albertalli) – some love
• The Tightrope Walkers (David Almond) – some love
• Infandous (Elana Arnold) – mixed love
• The Doubt Factory (Paolo Bacigalupi) – no real love
• Silent Alarm (Jennifer Banash) – some love
• The Darkest Part of the Forest (Holly Black) – mixed love
• The Game of Love and Death (Martha Brockenbrough) – mixed love
• The Bunker Diary (Kevin Brooks) – mixed love
• Alex as Well (Alyssa Brugman) – mixed love
• Audacity (Melanie Crowder) – some love
• Death Coming Up the Hill (Chris Crowe) – some love
• I’ll Meet You There (Heather Demetrios) – some love
• Eden West (Peter Hautman) –  some love
• Poisoned Apples (Christine Heppermann) – much love
• Little Peach (Peggy Kern) – much love
• Read Between the Lines (Jo Knowles) – some love
• A Court of Thorns and Roses (Sarah J. Maas) – some love
• All the Bright Places (Jennifer Niven) – much love
• Vanishing Girls (Lauren Oliver) – some love
• The Boy in the Black Suit (Jason Reynolds) – mixed love
• Bone Gap (Laura Ruby) – mixed love
• The Winner’s Crime (Marie Rutkoski) – mixed love
• Fig (Sarah Elizabeth Schantz) – some love
• The Ghosts of Heaven (Marcus Sedgwick) – mixed love
• X (Ilyasah Shabazz) – much love
• Challenger Deep (Neal Shusterman) – much love
• The Walls Around Us (Nova Ren Suma) – mixed love
• All the Rage (Courtney Summers) – much love
• In Real Life (Laurence Tabak) – mixed love
• An Ember in the Ashes (Sabaa Tahir) – mixed love
• The Unlikely Hero of Room 13B (Teresa Toten) – mixed love
• Hold Tight, Don’t Let Go (Laura Rose Wagner) – some love
• We All Looked Up (Tommy Wallach) – mixed love
• My Heart and Other Black Holes (Jasmine Warga) – mixed love
• This Side of Home (Renee Watson) – some love

There were 59 books on the list, so that “only” 24 were left off during a whirlwind 90 minute session isn’t bad.  For me, the surprises were that Mosquitoland (David Arnold), Saint Anything (Sarah Dessen), The Girl at Midnight (Melissa Grey), Razorhurst (Justine Larbalesteir), Hold Me Closer (David Levithan) and Black Dove, White Raven (Elizabeth Wein) were not mentioned at all.  That might not mean anything… or it might.  What I do know is that I’m going to use the much loved and some loved books in a Welcome Back display in September, asking our students to weigh in.

Now I’m off on a brief vacation (and some reading of the new books).  More on ALA when I return.

 

Summer Learning

One of the biggest complaints others have about those of us who work in schools is that we get this really long summer vacation, so why do we need to get paid a reasonable wage? While it’s true that we get that vacation (and part of me says the haters are just jealous), the reality is that few of us use it for Vacation and more of us use it to revamp lesson plans, to learn new tools and skills, and to learn from each other.

My plans, in addition to revamping and trying new tricks, are:

• ALA Annual in San Francisco (where I’m triple booked at times on Saturday, with long stretches of downtime on Sunday and nothing on Monday – a far cry from the good old days)
• Wonder Women! Uncovering your Superpower and Signature Leadership Presence at my alma mater

If I had the time/money, I’d also be attending

• AISL Summer Institute in La Jolla
• Capstone Project Summit (also in CA, where apparently I could stay for most of the second half of June!)

Between now and then, however, I have time to go through my archived tweets and blog posts, pulling out great ideas to try for next year and tools/tricks/tips to share with you, my faithful readers.  And after, more time to play and explore, not to mention get caught up on all the wonderful summer book releases and getting ready for fall.  Sadly, Faculty Orientation and Student Orientation in August will be upon us far too soon…

What will you be doing?  where?

Change, or thinking the unthinkable

“Life is change”, we’re told. And we need to “lean in” to the discomfort (a real misreading of That Book) or recite the Serenity Prayer or do yoga or something. But change is stressful, no matter how we try to deal with it.

There’s a very loosely connected group of librarians who meet once a year at a day-long conference (the group is called the New England Association of Independent School Librarians, or NEAISL, and has no elist, no website, nothing more than this moveable conference) and this year, Porter’s is hosting that conference.  Our metatheme is change in all its permutations and instead of presentations we’re having facilitated conversations.  I know, from personal experience, that those conversations we have amongst colleagues are incredibly valuable – going to a conference presentation may lead to a new idea or two, or give an overview of a new tool, but for help with real change, real problems, it’s that interpersonal piece that works best.

So what kind of change?  As a librarian, I know that our programs have changed radically over the past couple of decades.  The school library my parents had looked very much like the one I had, but the one my nieces and nephews had has undergone so much change that they wouldn’t recognize mine!  Gone are the micro-format machines and drawers of film/fiche, ditto the card catalog, the LP collection, etc. and instead there are computers and databases and possibly makerspaces, and no shelves of encyclopedias with annual updates.  Do we stay with Dewey, or go with Metis or BISAC or Library of Congress?  What is the right size to the collection?

And then there are professional changes, like a shake-up in school or library administration.  Sometimes it’s a redistribution of duties or divisions, based on staffing changes.  What do you do if you have to change divisions, moving from your Middle School comfort zone to working with Upper School?  Or losing your K-12 range to go K-4 only?  Maybe there’s been a reduction, where your clerk has been “reassigned” (or someone without any training has been assigned!).  And if you’re new to a school, how do you fit into that team – if there is a team; sometimes you’ve gone solo and are suddenly everything from the Head Librarian to the occasional volunteer.

For some people, and I’ve heard from a number, these changes are too much.  They’ve gotten that one straw too many and it’s time to think about What’s Next.  Years ago, a colleague at another school sent out an email describing a situation at her school, where the new Head was radically changing the program and essentially turning it into a non-library space with a non-library focus.  This distress call got back to the school and a few days later, What’s Next became What Do I Do Now?  Some of us are trying to prevent that from happening to us, but the strain of keeping up with the changes is difficult to deal with.

It’s my hope that instead of thinking the unthinkable, we’ll be able to band together and share resources, share tool and share our stories, bolstering each other so that we can deal with the stress and the change.  What are we doing, and where are we going is relevant to everyone – so here’s your opportunity to vent, share and help.  I look forward to your comments!

Ever changing landscape

I’m a list maker.  I like checking off that To Do list, getting organized and Getting Things Done.

Being a school librarian is not the best profession for anyone who likes that!

My Big To Do List for this school year has changed, morphed, been ignored and resorted over the past few months… and even after 18 years in schools I’m still not totally ok with that. I keep thinking that we should be further along with the weeding project.  The Varsity Reading Team should be meeting.  Updating the library blog and twitter feed needs to be more frequent. Our Resource Guides aren’t exactly where I want them.  Etc. Etc.

So why aren’t we there? Because of the constant interruptions: helping students find books to read for pleasure… working with them on how to cite a source… ordering new books for the collection… chatting with the student needing an adult ear to listen and shoulder to cry on… And, sadly, neither I nor my Partner-in-Crime are good at being in two places at once.

We’re hosting this year’s New England Association of Independent School Librarians conference, and change is our metatheme.  The programmatic changes when your school goes 1:1 with laptops or tables, or decides to go more (or totally) digital, or the research focus moves more online and in class than before.  The personal changes when you move from being a team member to a solo librarian (or the reverse), or become a department chair, or are asked to move from your division of comfort (K-4, or 9-12) to another division, or are suddenly losing staff and being asked to take on more.  The organizational changes when the school’s Head or other administration changes, or the school drops AP exams, or joins the IB program.  And thoughts about retirement and/or career change.

Those are conversations we need to have, and have needed to have for years.  Decades maybe.  I can’t wait to share stories with my peers, and to feel a little less alone with these questions and fears and issues.

I think about my high school librarian, who ran a program relatively similar to the one my parents would have had.  She was at the school for over 30 years and saw a hugely shifting landscape (where did that wonderful room of LPs go? what about the microfilm/fiche room?).  In my time things have moved from databases on CD-ROMs to “in the cloud”, for example, and movies are not on VHS (or laserdisc) but streamed.  Keeping up with those changes is exhausting!  What makes the perfect program?  How has that perfect program changed since what it was last year?  or last month?

I’m grateful that I now have a week to think about those things, to reassess the To Do List and to regain my footing on the ever-changing landscape I call “my” library.

#YALSA and the badging program – #ALAMW14

Linda Braun made it clear – this is a work in progress: testers are needed.  Just go to yalsabadges.ala.org

So what do we need to know beyond that?  Badges are a serious learning process, more about the learning than about the badge.  These are tied in to YALSA’s Core Competencies, with the idea that they will help people get the skills they need to be successful.  The following are about YALSA’s badges (my thoughts on this and some badging takeaways will follow):

• These badges are “crowdsourced” – once someone has completed the work, it becomes open to the public, who can then comment and either approve (“thumbs up”) or disapprove (“thumbs down”) for their work.  In other words, earning the badge is contingent not only on completing the various steps and requirements but on peer approval of the work you’ve done.
• The exact number of thumbs up is unknown, it’s based on an algorithm.  There is the danger of someone doing the work and then waiting… and waiting… and waiting… for approval.  Community buy-in is critical, as is community participation.
• The system is (as of right now) a Pass/Fail system, so you could be 100% on several steps but still not “badge worthy”; once you do get approval, you cannot lose it.
• Badges can be exported to Mozilla’s Backpack, which will enable people to show a variety of professional development badges as part of their online portfolio/resume.
• Obtaining badges demonstrating competency is gaining acceptance in the military and at colleges.  They demonstrate actual skills, much more clearly than a grade on a test does.

They are still working on the badges, with only three available right now.  The format for each is Overview -> Goals -> Technology Requirements -> Steps (what you need to do) -> Rubric and screencasts on how to do things like set up a Google Form are included.  An online forum may be set up so that those working towards their badge can communicate with others in the same position as well as with people either already badged or those who are experts/mentors.  Notifications for new content need to be created so that people don’t have to log in daily (and see nothing there).

Linda stressed that this is a soft opening, reminding us that Gmail was in beta for five years (but YALSA’s working on a faster timeframe than Google).  She also recognized that there is work to be done on providing administrators and supervisors with information on the rigor required and the skills learned, so that people recognize this as a credential.

So, my thoughts about these badges specifically:

• The skills skew heavily to the public librarians and their needs; school librarians might not be able to see a need or value to the work needed to complete a badge.  School librarians have the NBPTS for Library Media/Early Childhood Through Young Adulthood and AASL’s NSLPY Award to help them focus their programs and skills. YALSA is going to have to make a really strong case for the school librarian contingent to make this a valuable professional development tool.
• There’s a w whiff of “checking in” here, like Foursquare or Get Glue.  This may skew the process towards younger librarians, or those who want to become a librarian, while those in the middle or further in their careers will not see them as necessary.
• Many school librarians are required to get CEU’s and without getting state buy-in to make a badge the equivalent of a certain number of hours of learning, again, there won’t be as much buy-in from school librarians.  Some states won’t accept CEUs from outside their state, again limiting the desirability of this program.
• While I understand why YALSA feels the need to provide interesting ways to provide professional development tools, particularly those that allow for self-paced, reflective learning, this feels as though YALSA is trying to be LITA Jr.  Perhaps a partnership with LITA to create badges for all ALA members would work better?
• At Midwinter, the Board approved the creation of a badge for Literary Evaluation.  One supposes that this is so that the President-Elect has better information when considering appointments to the various selection and awards committees – but murmurs I’ve heard are fears that this won’t be objective, that people “on the outs” with YALSA’s Board or VIPs won’t get fair treatment even if they have the badge.
• The badge that was used as an example, Leadership and Professionalism, struck me as problematic on two levels.  The first was that there are suggestions of library and related twitter feeds to follow – granted, I didn’t ask how that list could be updated by people, but I suspect that newbies might only follow the ones already listed and thus lead to a privileged echo chamber while interesting, outsider voices go unheard.  The second was that once the badge is earned, what mechanism is in place to ensure that the badgee(?) continues to keep up with this newfound PLN?  Maybe I’m jaded from working with students who tend to forget things quickly after the test, but…

On the other hand, the idea of badging is one that has interested me for a while.  I love the idea of creating skills-based badges so that students can demonstrate their ability to do things like cite a source, find information in our catalog or a database, and format a paper.  Teachers planning to do a research paper could mandate that the students complete certain badges by a specific time so that they (and the librarians) know what, if anything, is needed in the way of instruction on basic skills.  There were several things mentioned in this session that were very helpful as I think about how best to create a badging program:

• Make the look of the badge simple – not childlike, just simple
• Beware of complexity (perhaps break up a larger piece into smaller elements) and the time it will take (boredom or frustration can prevent completion
• Start small, figuring out what’s most important/needed now and then build
• The LMS needs to be really, really robust (YALSA is using Drupal) and that you have lots of tech support and training on how to use it
• Test, test, test and retest
• Ask the community experts how to assess the “win” and provide peer review

I’ve done one badge on information literacy and it was time-consuming and kludgy.  Not to mention the fact that there were two questions I got right but were marked wrong by the system (luckily I took screenshots of the “wrong” answers and successfully got the grade changed). I can only imagine the work it must take to keep them up-to-date and smooth-running so that students don’t have technoangst on top of everything else!

Maker/Create/Collaborativespace pre-conference – #RUSA #ALAMW14

I was fortunate to get off the waiting list for the RUSA MARS/RSS pre-conference and see what public and academic librarians think about the maker/create/collaborate space trend.

The overwhelming message was the “maker/createspace” was not just about 3D and Audino, it was anything that isn’t reference or readers advisory.  You don’t need to be a coder to be a creator, you can be a knitter, calligrapher or a rubber stamper (or another type of creator).  This is a message that we need to remember as we create our spaces: it’s about the creation, not the tools.  At bottom, doesn’t “maker” meet our mission as librarians, helping people explore their passions?  In schools especially we’re supposed to help students create new things with the knowledge they acquire – and a maker/create/collaborative space does just that.  Thinking about the space is a great way to start the strategic planning process, too, as it will involve people from different constituencies.

One important thing is to not be a closed shop: be open to all platforms (iOS, WinTel, Chrome, Lynix) and allow people to use all those during the programs.  A diversity of experience and resources can spark really interesting ideas.  It’s also critical to remember that not everyone can afford the tools necessary (it’s also important not to go broke providing for people using the space – finding that happy medium can be difficult).

How should you start? Ask the community what they want, and what they can bring to the space.  Consider an Idea Studio (a la Warwick PL). NCSU’s Hunt Library has a 270o Visualization and Teaching Lab (home of the Virtual Paul’s Cross Website).

Final words: balance what the users really do want and need with what they’re told they want and need (by the media, the library administration, etc.).  It’s a difficult process, and an on-going one, but very worth it.

Other pearls of wisdom:

• outside funding, but BYOP[roject] is also good
• Facebook and Twitter are great sources of ideas for what other libraries are doing – see how you can re-purpose their ideas
• helping people with digital curation is as much “maker” as it is “archivist”
• consider putting large windows in the space, so people outside can see what’s inside and get inspired
• students like whiteboards, flexible seating and furnishings

Resources:

• MakerCamp (includes kits and program ideas) and other Google Summer Projects
• Squishy Circuits
• Ice Cube Crayons
• Cardboard Robots
• MakerFaire
• Lynda
• Learning Space Toolkit (especially journey maps)

Where does the money go?

In November I had to prepare my AY15 budget. Yes, you read that correctly: November 2013.  The budget won’t be finalized for several months yet, but it was an instructive exercize to consider what I’d be spending the school’s money on from July 1, 2014 through June 30, 2015.  What was the proper amount for print resources (books and periodicals)?  Which databases were we going to keep?  Could I build in some fudge money so if a great new database came along we’d have the ability to purchase it in AY15, not AY16?

One line item gave me real pause: the professional training/conferences line.  A number of years ago, Doug wrote a great post about his expectations for presenters. Now, in my nearly two decades of doing this school librarian thing, I’ve only had real support for my conference going for eight of those years and even then I was careful to only have the school pay for registration, transportation (if I didn’t drive) and the hotel, plus shipping of books/materials back to school – meals and other stuff were on me.  In part it’s because I didn’t want to take advantage, but in part it’s because I truly believe that having some skin in the game is important.  So as I prepared my budget, I thought about the upcoming year’s conferences and which I might want to attend.  It’s not like I’m starved for choice: ALA Annual and Midwinter, YALSA’s Literature Symposium, AASL’s Fall Forum, SLJ’s Leadership Summit, NECC, NCTE/ALAN, NYSAIS’ NEIT Conference and many more.  The question for me is, “which experience will give my school (and me) the biggest bang for our bucks?”

The Little Professor has a post about attending MLA that I think has great application for ALA (and divisions).  While some may argue that 3000 (AASL13) vs 25000 (ALA Annual, average) is manageable, the question about the types of presentations arises.  I like to stray outside the box, seeing what other divisions are up to and learning from them because there’s often a lot I can apply to my situation.   The Literature Symposium vs NCTE/ALAN is another conundrum, because they’re very different experiences.  As I work more with training teachers and students on technology, would missing ALA Annual in favor of NECC be the better choice (although here, again, there’s a scale issue)?

So many questions to answer, and in November 2013 I have no idea what the answer was going to be come registration time in late 2014.  Where will you be putting your money?

Turning off, or the dark side of social media

One of the questions Angela Carstensen asked her author’s panel at AASL was about their use (or lack thereof) of social media in their books.  The responses were very thought-provoking and left me with much to ponder as my school shuts down for Thanksgiving Break.

The first response that made me really think was Kimberly McCreight’s (she’s the author of Reconstructing Amelia, which heavily uses social media as Amelia’s mom searches for the reasons behind her fall from the roof of her school).  At the risk of spoiling, I’ll just say that there is some bullying involved in the plot, as well as a tell-all blog.  Ms. McCreight’s response was that bullying has been intensified by social media – in decades past, home may have been a safe space for the bullied but now text messages can arrive at any time, spoiling sleep.

“Just turn if off” may be great advice, but is it realistic? The bullied know that the messages are still coming in and will be there when they wake up and turn it on.  What before used to be perhaps graffiti in the bathroom or painted onto a locker is now posted not just locally but globally.  There is no safe space, thanks to social media.

It also got me thinking about the not-quite-bullying, almost the opposite of the negative attention: no attention.  The socially insecure whose “friend requests” are ignored, the public posting of photos of parties and events that they’re not invited to, the comments on others posts and photos that are met with deafening silence or are deleted.  Yes, it’s easier to find like-minded people further from home but don’t we all really want to be known and accepted in school?  And I also thought about two kids I know, one a junior in high school the other in 8th grade (they’re siblings).  For a variety of reasons, their parents have severely limited their at-home interaction with “screens” to one hour a day (not including educational use).  The two have to make decisions about whether they want to go on Facebook or watch a tv show or play Xbox or post to Pinterest.  I’ve never asked them how they feel about this, or how it may be affecting their interactions with their peers.

One of the things I’m thankful for is that when I was growing up, during that socially awkward, personally awkward stage, broadcasting those moments and that torment was limited to prank “I’ve got a crush on you” phone calls (and laughter in the hallways the next day) and mean girl graffiti.  The parties you didn’t get invited to?  Only your classmates really knew, not their friends across the globe.  As an adult I have the strength and mental equipment to deal with anything like that that might happen, but back then?  Not even close.

As someone who works with girls going through that stage in their lives, it’s something I need to be more aware of and watchful for because it can feel so much worse now, given the reach (and permanence) of social media.

What I didn’t see at #AASL13

This is not a “why didn’t the organizers do this??” post, it’s more of a wish list of things that thus far no one’s working on, or if they are they’re not in the school library world.

1. I’m still not sure what the difference is between federated search and “discovery”, but why can’t all databases not only integrate but use natural language?  Information shouldn’t be that difficult for my students to find.  Plus, controlled language?  Show me a student K-12 who really cares about metadata and controlled language in databases and books and I’ll show you a very strange student.
2. Something like that time turner device Hermione had in Harry Potter.  Seriously.  There’s no way we can keep up with the pace of technological and policy change and have anything resembling a life without one.
3. It was great that YALSA was there, but where were ACRL, RUSA and ALSC?  There’s so much that we should be doing cross-divisions!  Having representatives showing why and how to navigate another division would be a great welcoming opportunity.
4. Vendors who support their “booth babes” in professional development.  I think it was at either Portland or Indianapolis that I met a vendor rep in a pre-conference; they’d been registered for the conference as an attendee so that they could see what was really important and really happening, rather than living in the vendor bubble.
5. Self-care.  At some conferences there are back massage booths – why not booths or a conference room filled with “self-care” vendors?  Learning relaxation techniques, getting stress-management tips and maybe getting one of those cards that show you how to exercize (discretely) at your desk or the proper technique for shelving/getting a cardio jolt while unjamming the copier (like the cards you see in some airline seatback pockets showing how to exercize inflight).

Perhaps next conference?

Data driven at #AASL13

Most of us are not math people, but even the numerically challenged should question this:

“‘We Hate Math,’ Say 4 in 10 — a Majority of Americans” | Degrees of Freedom, Scientific American Blog Network via kwout

But when such thoughtful and challenging speakers as Debbie Abilock and Kristin Fontichiaro are giving a presentation entitled “Slaying the Data Dragon” it’s difficult to resist going.  Trust me when I tell you they brought the awesome and then some – and at 8am, no less!  Despite my “bed head” (as Deb called it) I manged to take copious notes…

The first thing to remember is that it’s not just about collecting data, it’s about interpreting the information as well as being aware what data is being collected (by whom? for what purposes?).  Scientists and techies are not just being required to submit their interpretation of their data but all their data sets so that others can learn from and expand upon them.  Big Data builds on past experiments – but we need to always question the data we didn’t collect ourselves.

(QUERY: if that’s the case, why do we blindly accept the data and interpretation provided by the Pew Internet & American Life surveys? are any of their data sets statistically significant?)

It’s also important to remember that computers can unearth connections we don’t see (or don’t think of to look for) but that they can’t made a distinction between good data and bad data; humans also need to interpret the correlations but can’t assume they understand the causations.  Privacy concerns may be something that our students don’t share, but when our data is being tracked by the politicians, sports teams, stores, financial institutions and others in addition to the NSA, one has to ask the question, “how will we weigh the trade-off between privacy, consumerism and security?”  What are the implications for the future, both immediate and longer term?  Why do we share our data so freely?  An extreme example of the downside is the ease with which the Nazi’s identified even assimilated Jews, based on data given freely to the government decades earlier.

Private browsing?  Not so much.  Acxiom is one data aggregator tracking your movements around the interwebs.  Try downloading and using ghostery to see how many others are using trackers, monitoring your movements from site to site, feeding the data back to… whom?  Don’t want to use the download but on a PC?  Try right click / view source / ctrl F .gif to see who’s hidden trackers on the site.  You can block and control who sees what you do!

But what about apps and tools like Fitbit and Jawbone?  The data they collect from you isn’t just included in your profile, it’s shared with everyone else using those programs.  Health data is protected, but what about our other data?  Target can predict when you’re pregnant (assuming you use either an affinity card or your credit/debit card).  Is that ok?  It may be helpful to get recommendations on shopping sites, but isn’t it also a little creepy?  Here’s a new term to learn: algorithmic regulation, which is supposed to help solve public problems without having to justify or explain by using personalized “nudges”.  Some seem benign, like your doctor or dentist reminding you to come in for a check up, but what about reminders to floss, or take a walk, or purchase milk?  Not reminders you set, but those that come from “elsewhere” based on data input from you and others?  Or what about glasses that can fool you into thinking that broccoli is really cake?

The problem is that Big Data isn’t neutral, mostly because it influences policy decisions – policies made by people who, like most of us, don’t know how to interpret the data they’re given.  An example of this is InBloom, a Gates-funded organization taking data from students without their permission or knowledge.  Decision makers also need to look at both macro- and micro-levels, as data provided for a neighborhood or town may look very different when compared to larger areas.  Infographics may be fun ways to represent data, but we need to learn how to read them.  A good start are the ACRL visual literacy standards, which can be walked down to K-12.  Working with teachers to create lessons that incorporate data interpretation also helps.  We were left with a number of sites that either have collected data or are still doing so, good places to start with both colleagues and students:

• Google Flu Trends
• Captcha
• Health Map
• Socialexplorer (a paid and free version are available)
• Opportunity Index
• Learn Chemistry
• PhotoSynq
• eBird
• GalaxyZoo
• Google Correlate
• Google ngram
• Outbreak (an infographic)
• Duck Duck Go (search engine that does not filter/track – results are very different than those found in Google)
• NPR’s digital trail series
• Prey iPad app

Reading List:

• The Human Face of Big Data (Smolan and Erwitt)
• To Save Everything, Click Here (Evgeny Morozov)
• Nudge (Thaler and Sunstein)
• The Visual Display of Quantitative Information (Tufte)
• The Filter Bubble (Pariser)
• Who Owns the Future? (Lanier)