Archive for the ‘Privacy’ Category
Posted by lpearle on 13 November 2016
Posted by lpearle on 11 September 2015
Still digitally decluttering…
Books, Reading, etc.
- One challenge at MPOW is getting the middle school students into the library (time, distance, lack of discrete space are issues). So we’re thinking about the pop-up library.
- Speed Friending in the Library? Sounds like the perfect start-of-school activity!
- Hoping I can emulate Buffy’s work with my students. Or Ethan’s. Particularly since we know colleges are still requiring research (and five page papers). A little design thinking might help. And maybe not this year, but next?
- I’m fond of this sign, but this one would work, too.
- This was done with sixth graders, but could easily scale to any middle or upper school class.
- This is of Allentown, but imagine creating a history or English class project (I know I’ve suggested this before… hoping this year a teacher takes me up on it!). And how cool it would be to integrate the Newseum into your resources? or a Digital Timeline?
- MPOW is a GAFE/Schoology school, and Videonot.es looks like it would be a great tool to use!
- Right now, we’re BYOD (so have computer labs) – Doug has great ideas about 1:1.
- This list of tools is a great starter toolkit!
- It’s the start of a new school year. Why not declutter your laptop before things get crazy?
- I’m not looking for a new job, and one might argue that this blog serves as a portfolio, but that doesn’t mean that Katie’s portfolio advice will go to waste. Go and do likewise.
- Looking for a different conference to attend? Maybe the First Year Experience is for you. Or maybe the LibraryTechnology conference.
And, as always, Will Richardson has some great ideas about trends we should be watching. Something to ponder as the school year starts.
Posted by lpearle on 8 July 2015
danah boyd’s research and work has been fascinating to follow – this was less “It’s Complicated” and more “it’s problematic” (if you’re an ALA member, the presentation will probably be posted here). This marks a shift from watching how teens use social media towards the idea of big data (and metadata) as a whole; essentially, she takes issue with the idea that big data collection can somehow solve all of life’s questions – it can’t because tech is not neutral, it takes on the bias of the creators/manipulators. She then went on to talk about three things:
- social media is a relief valve (boyd blames helicopter parents who give their children no down or alone time to just hang with friends – my problem with that is that these parents are my age, and we had plenty of this time and we managed to survive!)
- as a result, public spaces are now networked online (check out Youth Radio)
- privacy no longer means “control of information” – it means “control of social situation” (agency is important); context is important and learned (another way to think about it is “code shifting“)
- the skills to interpret context and how to navigate online social dynamics are emerging – adults and teens need to learn them
- the big challenge is that real life requires constant code shifting, but online is soooooo different (esp. for teens) – check out the social stenography post danah did in 2010
Making Meaning of Data
- some teens have learned to put random brand names into their email posts (esp. gmail) to provoke those brand ads that accompany “free” email
- the lesson? who interprets, collects and provides data matters
Just because it’s a machine doesn’t mean there are no politics involved: there are usually more!
- who has control? our usual models break down online (23andme gives your consent now and in the future for you and your family; LAPD’s “spit and acquit” program)
- we now live in a world of predictions that can be used to discriminate (“legal” is another issue) and raises questions about fairness (equality, equity and economic)
So, where does Librarianship fit into all this?
- ALA’s Core Values take these things into account
- question license agreements, hours of access, technology equity – push for open access, push back against information lock-up
- there’s a new literacy: data literacy – we need to educate our users about this
we tell students that Wikipedia is BAD, but why do we also say that Google is GOOD?
- question everything: push levels of thinking, teach students to do this so they can see bias and better determine who to trust online
- social responsibility: more of us (librarians) need to speak up!
- privacy: we need to talk more and teach more about the cultural consequences of Big Data (the NSA is the tip of the iceberg)
There are three types of data collection (for more about some of this, see my post about Debbie and Kristin’s program at #alaac13:
- data by choice (eg., Fitbit)
- data by coercion (the LAPD)
- data by circumstance (using Facebook)
- why is ALA so afraid to be local? we do a great job of taking national (and international) positions, but local? rarely.
This documentary was not mentioned during ms. boyd’s talk, but I highly recommend watching/showing Terms and Conditions May Apply. Scary, provocative and perhaps a catalyst for change.
Posted by lpearle on 1 September 2014
(more from the vault – next month, fresher stuff!)
Books, Reading, Etc.
- New fodder for the annual “Read A Good Movie” display – hoping to also plan some great book-to-movie discussions.
- Great collection of booky news on Book Riot.
- Share these book related tumblrs with your students (maybe they’ll get inspired)
- Working in a high school you need to stay on top of the New Adult genre, right? Here’s a good start.
- I love fairy tale retellings. Stacked has a list I’m dying to tackle.
- Even though we don’t teach diagramming sentences any more, this set of famous first lines may interest students.
- As we talk to students at the beginning of the year, think about how we approach the digital footprint question. And then talk about adjusting their privacy settings.
- 5 Research-Based Tips for Providing Students with Meaningful Feedback – aka “something to remember when research season starts and I’m grading all those bibliographies!”
- Starting to think about how to create good tutorials for our students using the iPad (we’re a 1:1 school). This may help.
- We’re moving to Google mail (not Gmail) to make Google Drive access easier. I’m loving these tips on how to use Drive better!
- Do you teach these 5 Steps to Electronic Notetaking Success? I’m still looking for the perfect online Cornell method app.
- Interactive maps like this one can be replicated by our students for local history, right? What about virtual museums?
- Wondering what will be expected at the next level? ACRL is creating new a information literacy framework. I’ll be watching/learning.
- NAIS lists the 25 Factors Great Teachers Have in Common. Something to ponder as school starts.
- Hugely difficult even for adults: finding information you can trust. Hoping our students know we can help!
- Good advice: think beyond the platform.
Posted by lpearle on 8 January 2014
Just after my school went on Winter Break I headed off to my former school (easier to see everyone in one place!). They, like several schools I know, are struggling with the question of going 1:1 with some device, as well as the question of if they do, what device should it be? Since my school is nearly 1:1 (they did a slow phase-in, and by next year it’ll be 1:1 with iPads for all grades) some of my former colleagues asked my opinion and for my reaction to what I’m seeing now. Some of my answer was informed by serving on the Professional Development Committee and hearing departmental responses…
Here’s the thing: yes, using the iPad can be helpful. There are drawbacks, like thinking about privacy issues (do the apps track student use? what information is being collected and share without our knowledge?) and whether you’re being forced to change a text that works really well but isn’t available digitally for one that might not work as well but is available digitally, and how to distribute apps/resources to a large number of people. There are pluses, like lightening the load for students in terms of textbooks. Cost is another issue, especially if you’re asking parents to pay for an iPad when they’ve just bought a new laptop for their child, let alone replacement/upgrade costs. Etc.
I don’t need to cover all that here, because others have done it better earlier. For me, the biggest challenge, the biggest “missing” has been teacher training. It’s more than merely rethinking classroom management, keeping students engaged in class despite having a machine linking them to the world “outside”. It’s completely redoing your pedagogy and revamping lesson plans: how does this homework assignment look if we’re using digital resources in class? should the class “flip” and if so, how? what multimedia resources should be integrated to best make use of the new tool? It’s also about training teachers to help students use the new tool: if it’s an iPad, how are they taking notes (using a keyboard? with NotesPlus or Penultimate or ??)? how are they organizing their digital notebooks? how do they access your downloadables and do they really need to print them out? And finally, who is making the decisions, the tech people (deciding what they think will work best) or the teachers (which may mean more work for tech support, but would lead to better teacher experience).
The departments at school all have different approaches, with only one truly embracing the possibilities the iPad presents. Another department is using it, but the teachers are struggling with all of the above. Still another seems to be refusing to really use it, staying with “tried and true” for now. Training would help – having the teacher who really rocks a specific app or process work with those who can see some way to use it but don’t know how to get started. More than a mere introduction at the start of the year would help (Genius Hours for teachers, anyone?), and when a major application changes (as NotesPlus did just as school started) then PDO time is not just nice, it’s a necessity.
All too often I’ve seen this rollout done poorly: tech department, plus the administration, decides what device and which applications without teacher input. Teachers don’t get the training or time to effectively integrate the new tools into their curriculum, just a mandate that This Is The Way Things Will Be and are hesitant (or resentful). Students sense that the teachers haven’t fully embraced the tools and don’t try, either. Result? Failure.
I’m hoping that we can change and improve what’s going on at my school, and that my experience can help others heading down that road. Stay tuned as we move forward, finding the missing. And, as always, if you have thoughts and suggestions, the comments are open!
Posted by lpearle on 18 November 2013
Most of us are not math people, but even the numerically challenged should question this:
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
- Health Map
- Socialexplorer (a paid and free version are available)
- Opportunity Index
- Learn Chemistry
- 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