Friends who aren't techie (and have called themselves luddites) have raved about Library Thing for a while. It was one of the first Web 2.0 applications I learned about that my library colleagues praised. No wonder. It's great for promoting reading and more importantly discussions about reading. It allows people to catalog their own collections and it gives you yet another widget.
Student or adult book clubs could use this as home base. Adults might be even more enthusiastic as students can use myspace etc to share fav books.
No surprise that my list was also popular with other Library Thing users b/c Breaking Dawn was one of my titles. I was pleased to see the number of people reading a favorite author of mine-- Walter Mosley.
No surprise either that the reviews are of uneven quality, but few are truly bad. Some are outstanding--full of analysis, deep but readable. Great fodder for writing classes here.
The question soon becomes "which?" Shelfari? Goodreads? librarything? MySpace? What's a reader to do?
Saturday, August 16, 2008
Week 8, # 18: David and Goliath
Zoho writer is impressive. It has most of Word's functionality; it's free; it makes documents online accessible; it allows for group access; and it gives you the code for posting into blogs like this. The only things I ponder are these: security, privacy in relation to the Patriot Act, the use of the emails to which we send the documents. I'm pretty sure these have all been considered.
The question becomes: Will people move away from the established industry standard Microsoft Word for an upstart program?
Here's the silly sample I did. You can look at it by accessing it via a link: http://writer.zoho.com/public/msm114/csla-%2318
Or you can view it on a webpage because I inserted the HTML code provided by Zoho:
The question becomes: Will people move away from the established industry standard Microsoft Word for an upstart program?
Here's the silly sample I did. You can look at it by accessing it via a link: http://writer.zoho.com/public/msm114/csla-%2318
Or you can view it on a webpage because I inserted the HTML code provided by Zoho:
Week 7, #17
The amazing talents of librarians are evident everywhere and the wiki entries were no exception. In the sandbox are of the CSLA 2.0 wiki, I found enough workable ideas for my school's curricula to fill an entire school year. Some were ideas I have considered and others were ones I should have thought about! My entry was past item 50. I was impressed that people were able to devise so many different ideas. My favorites included the history of the town and the battle of the books (even though we don't do that I could see its use in book reviews elsewhere).
My students created a wiki in world cultures class during a unit on Japan. The students love wikipedia so we decided to make our own for one country. This was a project using two classes that met at different times and never worked F2F. Each pair received a topic from the unit. First they had to create a list of 10 essential facts with sources. Then they submitted a draft essay. Next they posted the essay. They then received a second topic, one which had previously been assigned to someone else. They did a fact sheet for their second topic. After that, they edited the essay on their second topic, an essay that had already been posted to the wiki. Students then added multi-media to the wiki. At the end, the students submitted a reflection on the wiki process, including their feelings on peer editing/being edited. All of this was spread over the course of the Japan unit. I would definitely make changes in the process, especially to resolve some tech issues we had that caused essays to disappear! You can't do this with large numbers of classes at a time because you have to correct a fair number of essays in a quick turnaround. This is the idea that I will post in the Curriculum Connections area.
My students created a wiki in world cultures class during a unit on Japan. The students love wikipedia so we decided to make our own for one country. This was a project using two classes that met at different times and never worked F2F. Each pair received a topic from the unit. First they had to create a list of 10 essential facts with sources. Then they submitted a draft essay. Next they posted the essay. They then received a second topic, one which had previously been assigned to someone else. They did a fact sheet for their second topic. After that, they edited the essay on their second topic, an essay that had already been posted to the wiki. Students then added multi-media to the wiki. At the end, the students submitted a reflection on the wiki process, including their feelings on peer editing/being edited. All of this was spread over the course of the Japan unit. I would definitely make changes in the process, especially to resolve some tech issues we had that caused essays to disappear! You can't do this with large numbers of classes at a time because you have to correct a fair number of essays in a quick turnaround. This is the idea that I will post in the Curriculum Connections area.
Sunday, August 10, 2008
Week 7, Thing #16: Or What Am I Missing
What's the difference between a wiki and a blog? Why use one vs. the other?
I THINK I know the answer to that but I'm worried I must be wrong because I seem to be more concerned about this than most people.
To me, a blog is software that enables a person to post thoughts/opinions/essays, and have others respond. I might post a book review and have my peers give their comments on the book. In another blog I might send a committee the minutes from a discussion and ask them to comment on what steps we should take next. All of these I have done with students. The common thread here is that I post and others comment. This is what I see in many of the sites provided as examples.
To me, a wiki is software that enables groups to edit the same document. Wikipedia is the most known, but also most appropriate example of this. The whole is more than the sum of the parts is the theory here. When people work interactively, they are inspired to create something that wouldn't have been created had they simply added parts, or posted comments. Many of the wiki examples I see do not contain this critical aspect of peer editing. Instead, many wikis are blogs posted on a wiki site. I find the history and discussion tabs of a wiki to be the most underrated and underused aspects of the wiki software, but they are the most unique and fascinating. Again, to me, a wiki should more resemble a google doc than a blog.
In online adult classes I have taught, my students are very, very reluctant to criticize, change or comment upon a classmate's work. My HS students are less reluctant. Asking them how it feels to have their work peer edited, they comment that they appreciate having someone help them.
Sometimes it's difficult to tell if the wiki site has been created as an edited site by a group of members b/c without a membership you aren't permitted to see the editing--ie teacherlibrarian. So I can't always comment on specific sites. Some sites are a collaboration without much editing, but that is better than the blog response wikis I see so often. For example, the St. Joseph's site is collaborative but probably not much discussion, debate or editing is done. That's ok by me because the end result is a collaboration. I find the same in the albystaff wiki.
I THINK I know the answer to that but I'm worried I must be wrong because I seem to be more concerned about this than most people.
To me, a blog is software that enables a person to post thoughts/opinions/essays, and have others respond. I might post a book review and have my peers give their comments on the book. In another blog I might send a committee the minutes from a discussion and ask them to comment on what steps we should take next. All of these I have done with students. The common thread here is that I post and others comment. This is what I see in many of the sites provided as examples.
To me, a wiki is software that enables groups to edit the same document. Wikipedia is the most known, but also most appropriate example of this. The whole is more than the sum of the parts is the theory here. When people work interactively, they are inspired to create something that wouldn't have been created had they simply added parts, or posted comments. Many of the wiki examples I see do not contain this critical aspect of peer editing. Instead, many wikis are blogs posted on a wiki site. I find the history and discussion tabs of a wiki to be the most underrated and underused aspects of the wiki software, but they are the most unique and fascinating. Again, to me, a wiki should more resemble a google doc than a blog.
In online adult classes I have taught, my students are very, very reluctant to criticize, change or comment upon a classmate's work. My HS students are less reluctant. Asking them how it feels to have their work peer edited, they comment that they appreciate having someone help them.
Sometimes it's difficult to tell if the wiki site has been created as an edited site by a group of members b/c without a membership you aren't permitted to see the editing--ie teacherlibrarian. So I can't always comment on specific sites. Some sites are a collaboration without much editing, but that is better than the blog response wikis I see so often. For example, the St. Joseph's site is collaborative but probably not much discussion, debate or editing is done. That's ok by me because the end result is a collaboration. I find the same in the albystaff wiki.
I like the discussion in the student wiki example This shows these students were collaborating and debating.
If I look at the history of the blog and only one user (usually the teacher) has posted, then I think the wiki is underused.
I agree that even for simply commenting the wiki page flows better than the blog page which can be harder to navigate. I can understand why someone would use wikispaces over blogger for that reason alone. I just wonder if I'm the only person who makes that distinction between the two types of software, and thus activities.
All that said, I'm impressed with any class using either wiki or blog software. I'm just splitting hairs.
Tuesday, August 5, 2008
Week 6, #15
Everything Old is New Again?
When I read Dr. Schultz's article outlining the Library 1.0 to Library 4.0, the above cliche came to mind. In the end, what patrons/students really need and want is personal attention.
Dr. Schulz said people will want "...the LIBRARY: a WiFREE space, a retreat from technohustle, with comfortable chairs, quiet, good light, coffee and single malt. You know, the library."
Maybe. I almost can't imagine the world giving up its technology. How many of us are willing to live "off the grid"?
Her point about superstar Avatars was interesting. Will libraries be more competitive against each other with the ease of online access? And what about money concerns? More digital divide when the next wave of "3-D" technology hits, or Library 3.0, as she calls it.
What we have to consider is not just the change that the technology is making in our libraries but the change technology is making in the society, particularly in face to face interactions. I recently read a fascinating article about the changes social networking is making in teenage behavior: Subrahmanyam, Kaveri, and Patricia Greenfield. "Online Communication and Adolescent Relationships." Future of Children 18.1 (2008): 119-46.
Think about these statements from their paper:
--the anonymity of social networking increases negativity, and negative comments, esp. racism
--teens can safely use social networking (hereafter called SN) to try out new roles, part of their development
--technology is having a substantive effect on family relationships, with parents losing much of the control they previously had
--the majority of teens get at least 11 text messages per day, and are more comfortable texting than talking f2f
--harassment is quite likely to come via electronic means rather than in person, often through texting
--most SN reinforces existing relationships rather than establishing new relationships, esp. with older teens
--SN changes the emphasis from family communication to peer communication
As Rick Anderson said in another article, if we don't change with society, we hit icebergs. Mr. Anderson made astute observations about serving the public. I agree that more and more people will expect access to all materials online. However, this seems to me to be generational and research-oriented. At our public library, circulation continues to increase each year. The 40+ users and the 8- users are the ones I think who still use books almost exclusively. Mr. Anderson, probably because he works in an academic library, ignores the patrons who use the library for pleasure reading. Kindle is seemingly popular but it hasn't overwhelmed the library patrons. Users will still want children's books and fiction. I'm presently using microfilm to do genealogy research. Sure, I was it were online (and someday soon it will be) but I still accept that I go to the information. It will be some time yet before our collections disappear. I can envision Digital Books on Demand...... As a school librarian, I've known for decades that teaching is my main role. And it will continue to be that. The Flickr one button he mentions will change tomorrow, and I will be needed to teach patrons where the new button is. I believe that most libraries have already accepted that we will "go where they are" (the third point)in providing 24/7access to as much info -- and library help-- as possible. Most of us are not as oblivious at the Titanic Captain when it comes to icebergs. Maybe it's because we've had much better advice.
Courses like this will help librarians keep pace with change, even if that change isn't so different.
When I read Dr. Schultz's article outlining the Library 1.0 to Library 4.0, the above cliche came to mind. In the end, what patrons/students really need and want is personal attention.
Dr. Schulz said people will want "...the LIBRARY: a WiFREE space, a retreat from technohustle, with comfortable chairs, quiet, good light, coffee and single malt. You know, the library."
Maybe. I almost can't imagine the world giving up its technology. How many of us are willing to live "off the grid"?
Her point about superstar Avatars was interesting. Will libraries be more competitive against each other with the ease of online access? And what about money concerns? More digital divide when the next wave of "3-D" technology hits, or Library 3.0, as she calls it.
What we have to consider is not just the change that the technology is making in our libraries but the change technology is making in the society, particularly in face to face interactions. I recently read a fascinating article about the changes social networking is making in teenage behavior: Subrahmanyam, Kaveri, and Patricia Greenfield. "Online Communication and Adolescent Relationships." Future of Children 18.1 (2008): 119-46.
Think about these statements from their paper:
--the anonymity of social networking increases negativity, and negative comments, esp. racism
--teens can safely use social networking (hereafter called SN) to try out new roles, part of their development
--technology is having a substantive effect on family relationships, with parents losing much of the control they previously had
--the majority of teens get at least 11 text messages per day, and are more comfortable texting than talking f2f
--harassment is quite likely to come via electronic means rather than in person, often through texting
--most SN reinforces existing relationships rather than establishing new relationships, esp. with older teens
--SN changes the emphasis from family communication to peer communication
As Rick Anderson said in another article, if we don't change with society, we hit icebergs. Mr. Anderson made astute observations about serving the public. I agree that more and more people will expect access to all materials online. However, this seems to me to be generational and research-oriented. At our public library, circulation continues to increase each year. The 40+ users and the 8- users are the ones I think who still use books almost exclusively. Mr. Anderson, probably because he works in an academic library, ignores the patrons who use the library for pleasure reading. Kindle is seemingly popular but it hasn't overwhelmed the library patrons. Users will still want children's books and fiction. I'm presently using microfilm to do genealogy research. Sure, I was it were online (and someday soon it will be) but I still accept that I go to the information. It will be some time yet before our collections disappear. I can envision Digital Books on Demand...... As a school librarian, I've known for decades that teaching is my main role. And it will continue to be that. The Flickr one button he mentions will change tomorrow, and I will be needed to teach patrons where the new button is. I believe that most libraries have already accepted that we will "go where they are" (the third point)in providing 24/7access to as much info -- and library help-- as possible. Most of us are not as oblivious at the Titanic Captain when it comes to icebergs. Maybe it's because we've had much better advice.
Courses like this will help librarians keep pace with change, even if that change isn't so different.
Wednesday, July 30, 2008
Week 6, #14: Technorati
Technorati is the key to finding information in blogs--if you assume that finding information in blogs is a worthy activity. Yes, authority helps, but is authority a popularity contest or an accuracy measure? But that's a discussion for later.
When I searched initially, I included a quotation mark around my search string. Very librarian-like, right? I found nothing that way, in blogs or in blog posts. Removing the quotation marks changed the search, as it should. I guess sometimes you have to unlearn. I found 8 hits under blogs and 19 hits under blog posts. I expected to find more so I will need to review what I did and see what else I could/should have done.
I have used the ping aspect to add my blog to the technorati rolls, and added the HTML code for the tag. This is an interesting aspect of student blogging. If you had a blog for your class, say a book discussion blog, would you consider tagging it? My initial reaction is no for privacy reasons. If a student had a personal blog, he/she might want to tag it for technorati, but depending on the age of the student, that would definitely require plenty of parental dicussion.
The idea of having students use technorati to review election blogs is a great idea. Students could comment on the factual content, the structure of the argument presented, a comparison to traditional editorials, etc. Then they could create their own blogs. However, the blogs I saw doing a general search were very diverse. The teacher might want to use Technorati to find a list of blogs, or preapprove student blogs to keep the focus workable.
Looking at the top 100 blogs I was not surprised to see Huffington as number one. This blog has come closer to legitmizing blogging than any other blog. Another "unsurprise" is the number of technology blogs in the top 20. Tech geeks who blog would be the most likely to read technology blogs. I wonder how many of our computer teachers have their students read blogs?
Tagging is a mixed topic for me. The librarian in me likes the idea of search terms but the librarian in me (I can't help it!) feels frustrated by the lack of a controlled vocabulary. I wouldn't be surprised to see a controlled vocab in the future. After all, isn't that what is happening when the software shows you commonly used tags?
I did a search on Technorati and then put the same info into Google. If I did a general search with one or two search terms, the blog didn't appear. If I put very specific info in the google search, the blog did appear. Conclusion? Google can find the same info IF you already know the story, but otherwise not.
[School Library Learning 2.0]
When I searched initially, I included a quotation mark around my search string. Very librarian-like, right? I found nothing that way, in blogs or in blog posts. Removing the quotation marks changed the search, as it should. I guess sometimes you have to unlearn. I found 8 hits under blogs and 19 hits under blog posts. I expected to find more so I will need to review what I did and see what else I could/should have done.
I have used the ping aspect to add my blog to the technorati rolls, and added the HTML code for the tag. This is an interesting aspect of student blogging. If you had a blog for your class, say a book discussion blog, would you consider tagging it? My initial reaction is no for privacy reasons. If a student had a personal blog, he/she might want to tag it for technorati, but depending on the age of the student, that would definitely require plenty of parental dicussion.
The idea of having students use technorati to review election blogs is a great idea. Students could comment on the factual content, the structure of the argument presented, a comparison to traditional editorials, etc. Then they could create their own blogs. However, the blogs I saw doing a general search were very diverse. The teacher might want to use Technorati to find a list of blogs, or preapprove student blogs to keep the focus workable.
Looking at the top 100 blogs I was not surprised to see Huffington as number one. This blog has come closer to legitmizing blogging than any other blog. Another "unsurprise" is the number of technology blogs in the top 20. Tech geeks who blog would be the most likely to read technology blogs. I wonder how many of our computer teachers have their students read blogs?
Tagging is a mixed topic for me. The librarian in me likes the idea of search terms but the librarian in me (I can't help it!) feels frustrated by the lack of a controlled vocabulary. I wouldn't be surprised to see a controlled vocab in the future. After all, isn't that what is happening when the software shows you commonly used tags?
I did a search on Technorati and then put the same info into Google. If I did a general search with one or two search terms, the blog didn't appear. If I put very specific info in the google search, the blog did appear. Conclusion? Google can find the same info IF you already know the story, but otherwise not.
[School Library Learning 2.0]
Wednesday, July 23, 2008
Yummy, Or Delicious or something like that
If you have been seeing this message for over a day...." What? It could take more than a day to import bookmarks? Other than that first scare, Del.icious.us was a useful site. I imported my bookmarks, added the popular tags and added the delicious (I just can't keep typing those periods)button to my browser.
I've tried Delicious in the past but didn't have the time/motivation to stick with it. The biggest use for me personally is to have my bookmarks available whenever/wherever I go. Having school bookmarks at home would simplify life (without the hassle of exporting/importing.
I could use delicious to prepare bookmarks for a class or assignment. I would create an account for the assignment or class, then add what I wanted. Students could also add, or maybe I should have them create all the bookmarks from the beginning.
Tagging could get students thinking critically about searching and word use.
I'm going to have to simmer these ideas & think of the drawbacks or concerns.
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