Venn Librarian

Reflections about the intersection of schools, libraries and technology.

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Archive for the ‘Techno Geekiness’ Category

Minor Musings

Posted by lpearle on 4 August 2015

It’s summer – a major move (personal and professional) is in process, so why not declutter a bit and share links and ideas I’ve been hoarding all school year?  Regular posts to resume by the end of August, I hope!

Books, Reading, etc.

School Life

Tech Stuff

Etcetera

Posted in Books, Links, School Libraries, Student stuff, Techno Geekiness | Leave a Comment »

Minor Musings

Posted by lpearle on 30 July 2015

Books, Reading, Etc.

  • Why Does S Look Like F?” (how to read old-fashioned books – we might need this for handwriting, esp, cursive, soon!)
  • I played with this some, and now I’m wondering how to create a Best Books of the Summer app for school.

School Life

Tech Stuff

Posted in Books, Links, School Libraries, Techno Geekiness | Leave a Comment »

Help Yourself – personalized learning at #alaac15

Posted by lpearle on 9 July 2015

(another program that will be posted online – check here)

Many schools and libraries are starting to embrace personalized learning, blended learning, the flipped classroom or whatever new buzzword appears.  At the Online School for Girls, they’re talking about “competency-based instruction” that puts learners at the center, meeting their needs and goals (in other words, it’s not teacher or student driven, it’s learner driven).  This approach allows teachers to work smarter.

Projects are remapped to put the student learner at the center, allowing for deeper engagement with the materials :

  • what major competencies are desired?
  • what is the individual student profile (what type of learner are they? what do they already know?)
  • what “pathway options” are there to get the student to understand the material?
  • what operational elements need to be designed?

remember: the pathway is less important than the competencies

You can build units in your LMS – Haiku, Schoology, WhippleHill, LibGuides, Moodle, etc. – chunking competencies and building in the pathway options.

Personalized learning is data-driven: always assign what students are learning and circle back if necessary.  In other words, assess assess assess (not necessarily formal assessments!).

In order to do this, you need to think about the school climate and have conversations about pedagogy.  For this to work, creating a climate of personalized learning needs to be a strategic intention, with an evaluation of space and investment in infrastructure for what the student’s needs are. Does the school’s mission have learners at the center?

The next speaker was from SFPL, highlighting their new literacy and learning center, a place where all kinds of learning can take place.  They’ve relabeled their classroom the Learning Studio/Learning Theatre, giving it flexible furnishings that can be positions to best assist what the program is.

Other ideas:

  • develop a public instruction plan
  • create a collection of resources and programs
  • instructional materials and tools are important (use YouTube for a tutorial collection, create handouts as take-aways)

Most learners want hands-on help! Make that happen with drop-in classes, 1:1 tech help (20 min sessions), online course instruction and meet-ups.

Finally, we heard from VATech, which has created a program that stresses empowering students by partnering with faculty – to do this they’ve developed programs and tools.

Good place to start: check with the first year experience librarians at schools popular with students and build down from that

One thing they’ve created is an iPad tour of the library: auto-generated, outcome based tour (there are also auto-graded assessments).  They’re now thinking about beacons, QR codes and apps to provide the same opportunities.

It’s important to train the trainers: creating lesson plans and activities that teachers can use/drop-in to their classes.  Your role is that of coach/consultant, not teacher. Example? their Working with the Library toolkit. The anecdotal evidence is that this works, freeing the librarians to do 1:1 assistance.

VT has also created an Instructional Learning Community with the assumption that all librarians are learners.  It’s open to anyone who wants to talk about teaching and includes a Read/Lead group who read and discuss a book that deals with learning, pedagogy, schools, etc.

Tool to check out: EDpuzzle (allows students to insert questions they have about the video tutorials they’re watching)

 

Posted in Conferences, Pedagogy, School Libraries, Student stuff, Techno Geekiness, Work Stuff | Tagged: | Leave a Comment »

Big Data and danah boyd at #alaac15

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:

Privacy

  • 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!

Networked Data

  • 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:

  1. data by choice (eg., Fitbit)
  2. data by coercion (the LAPD)
  3. 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 in Conferences, Privacy, Student stuff, Techno Geekiness | Leave a Comment »

Keeping up – a how-to guide

Posted by lpearle on 2 December 2014

Despite being very busy, I do try to keep up (catching up is an entirely different matter!).  As a public service message for those also looking for ways to stay somewhat current, here’s my routine:

Blogs: I use RSSOwl to read my over 150 RSS feeds.  No I won’t list them here, because I don’t want to get into the “why this blog and not that”discussion, suffice it to say that I read a variety – personal interest, friends, humor and professional.

Tweets: Some twitter feeds I get via RSS, but the rest I really only read from 5-6:30am and possibly from 6-7:30pm.  So people posting frequently throughout the day, whose feeds I can’t capture otherwise, well, I just don’t see those tweet.  And that’s ok.

News: In my email, each morning there’s The Daily Skimm and So What, Who Cares? (despite it’s name JSTOR Daily is a weekly update).  I also get updates from the NYTimes, Wall Street Journal and the Christian Science Monitor, and check the BBC, Globe & Mail and Guardian websites.

Books: In addition to the book-related blogs, there’s the daily (or more than daily) Shelf Awareness email.

Misc. Professional Stuff: The Chronicle of Higher Education‘s Academe Today and Wired Education are great daily newsletters.

Just for Fun: MyComicsPage and Delancy Place.

Looks like a lot, right?  But much of it can be skimmed, and for those long-form articles I would love to read later, there’s Readability (I know, I know, there are a lot of Instapaper fans out there but… Instapaper doesn’t appear to work offline, and Readability sends stuff to my Kindle, which does work even without a wifi connection).   It takes 90min to get through it all, if that, and I can start my day (and end it, sometimes) feeling as though I have some awareness of what’s going on out there, professionally and politically (and personally).

 

Posted in Techno Geekiness, Work Stuff | Leave a Comment »

What if?

Posted by lpearle on 8 September 2014

Three things came together this past week and got me thinking about the “always on” culture.  The first was a blog post about a distraction-free iPhone, the second an announcement at school’s first Morning Meeting in which the girls were reminded that while texting/checking the phone discretely in the dining hall was ok, actually taking/making a call was rude and unacceptable.  The final piece was at my Quaker Meeting, where one of the members said that she had never really seen a smartphone in action and didn’t know that there was a phone “app” so that you could make calls; she also mentioned that her home internet connection was out and had been for a week and she didn’t mind it, while her husband (writing three books) couldn’t do his work so wasn’t happy.

At first I was a little surprised: how has anyone missed seeing the face of a smartphone at this point in time?  They’re ubiquitous.  And one week without home internet? Yikes!

Then, on my drive home, I started thinking about it and realizing how calming.  How nice to not have websites to check, an RSS feed piling up, many many e-mails waiting for a response.

At one of my former schools the Head has declared weekends to be e-mail free.  Obviously if there’s an emergency, that’s one thing.  But no one, from the Head on down, is expected to check – much less answer – e-mail over the weekend or during a school break (for teachers; year-round employees don’t have to during their vacation time).  At another school, there has been a stream of complaints from faculty about administration checking e-mail continuously during meetings and events (sometimes the complaints lead to a lessening of the problem, but it soon is back to previous levels).  Faculty there who do not check their e-mails over the weekend (or even at night, when they’re at home) are frequently reminded that they need to do so and respond in a timely fashion.

My current school is a boarding school, and we function in loco parentis so completely turning off overnight or on weekends is not going to happen. But what if we did limit that to emergencies only?  What if we go back to The Good Old Days, like when I was at boarding school, when communication was mostly by letter or postcard, and only occasional calls to/from home?  Often we send off an e-mail in the heat of the moment, while having to reflect on “is this an emergency?” might be a better tack to take.  Students would voluntarily put their phones in their backpacks and not check them until the school day is over.  Parents would know and respect those limits, teaching students some measure of independence from their parents.

One school I know is starting to look at those communications and considering how to best work with/educate both parents and students so that the appropriate separation happens.

What if we all did that?

Posted in Life Related, Musings, Student stuff, Techno Geekiness | 2 Comments »

Minor Musings

Posted by lpearle on 1 September 2014

(more from the vault – next month, fresher stuff!)

Books, Reading, Etc.

School Stuff

Etc.

  • I don’t use Pocket (yet?) but am a fan of Readability.  Which do you prefer?
  • Great playlist of TED talks on Our Digital Lives.
  • Over the years I’ve scooped, livebindered, diigo’d and been delicious… should I now flip?

Posted in Books, Pedagogy, Privacy, School Libraries, Techno Geekiness, Work Stuff | Leave a Comment »

Minor Musings

Posted by lpearle on 28 July 2014

I promise: this blog will be better attended in the coming weeks and months.  In the meantime, enjoy these links and ideas that I’ve tucked away since, oh, January…

Books, Reading, Etc.

School Stuff

  • We bought Twitterature for work, and I’m hoping that some of our English teachers take on the challenge (perhaps not Beowulf, but other books?).
  • Joyce highlighted Buncee a few months ago; maybe for tutorials or resource guides?
  • We’re going to create a writing table in the library, encouraging students to write notes and letters.  I picked up some great paper in Montreal, and these formal sets are piquing my interest (so do the ideas in the post).
  • Trying to figure out ways to introduce these Super Searcher Tips to students, since we have no real class time with them.
  • I’m sharing this article, What do College Professors Want from Incoming High School Graduates, with my faculty. And, with luck, we can do a Professional Development session using this quiz so they understand the students take on research.
  • I used an Office template for our annual report, then published to Issuu.  These look like some great alternatives.
  • Is anyone using Postach.io with Evernote? Wondering if that would be a good way to push content to the school.

Etc.

Posted in Books, Links, School Libraries, Techno Geekiness, Work Stuff | Leave a Comment »

Words from the wise

Posted by lpearle on 21 July 2014

Posted in Life Related, Techno Geekiness | Leave a Comment »

#YALSA and the badging program – #ALAMW14

Posted by lpearle on 3 February 2014

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!

Posted in Conferences, Professional organizations, Techno Geekiness | Leave a Comment »

 
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