the Virtual Bookmark

Google Wave initiative...now we are talking...

Google Wave initiative...all I can say is let's not worry about monopolies or Class Action if they continue to inspire such tools! 

( Google )

 Google Wave is a new online communications tool that enables groups of people to edit and discuss documents simultaneously on the web. The Google Wave team says Wave is "what email would look like if it were invented today." ^[1] However, because Wave is mostly a document collaboration tool, the oversimplified email metaphor can mislead new users. The initial Wave experience can feel chaotic and confusing, but use cases for Wave abound. Come on in and meet Wave....

UBC-Digital Literacy Workshops... For Teachers! Vancouver

Digital Literacy Workshops... For Teachers!

The Digital Literacy Centre in the Department of Language and Literacy Education, UBC Faculty of Education, is offering practical, hands-on workshops exploring the value of digital technologies for teachers and students.

These workshops will guide participants in hands-on sessions to understand the possibilities of using collaborative software in the classroom, and offer a number of examples that can be implemented in the classroom.

http://eplt.educ.ubc.ca/programs/institutes/DLC_2009winter.pdf

Recommendation: digital copyright/public domain

Spark 73: Copyright, the public domain, and remix culture

I just listened to CBC Spark archives.  Nora Young's( CBC) podcast has a terrific episode on digital copyright/public domain. An clarifying part for me was the James Boyle segment. He tries to balance intellectual property rights and the public domain (full interview)  I found Boyle's explanation profound. It has made me consider that I need to advocate for sensible copyright laws not just extreme licensing rules or wide open remixing. As we often defend open access to libraries maybe we need to also defend a strong public domain.

We often struggle with defending vague copyright and ethical use of information because we value intellectual property rights. The vagueness is a new aspect confronting us because of rapid technological change.  Most of us still have our conscienceness in the print world. 

Listen to Nora Young's podcast to get a terrific grasp of the issue and the consequence of our practices.  I found it very helpful.

-Al Smith

Nora Young, Host
http://tinyurl.com/spark73

James Boyle Interview
http://www.cbc.ca/spark/2009/03/full-interview-james-boyle-on-copyright-and-the-public-domain/

Jean Dryden demystifies Canadian copyright law

Download Episode 73 at:
http://podcast.cbc.ca/mp3/spark_20090408_14080.mp3

[Original image by eflong]
____________________________________________________________________________________
CBC-Spark: is a blog, radio show, podcast and an ongoing conversation about technology and culture.

skill for economic survival in the 21st century is- creativity

21st C Skill- creativity!

http://lateralaction.com/articles/9-responses/

So, here are the nine ways your audience will respond to your online content:

1. Spam: If your content does not provide a reasonable ROII (return-on-investment for an interaction) for the reader or is self-serving or simply useless, the reader will mark it as spam. Posting something that may be assessed, as “spam” is the fastest way to losing credibility.
2. Skip: The reader makes an assessment that he or she won’t lose much by reading it. In this case, the reader has not written you off yet but if you consistently create content that is worth “skipping,” the reader might write you off.
3. Scan: The reader thinks there are only a few parts that are of relevance and wants to get right to the core of the content and skip the rest.
4. Stop: The reader is touched by the article and stops to think about the article, it’s relevance and what it means to him or her personally and professionally.
5. Save: The content is so good that the reader might want to re-visit this multiple times.
6. Shift: The article is transformational. The reader is so deeply affected (in a positive way) by the article that it shifts some of their values and beliefs. In other words, this piece of writing will transform the reader and make him or her grow.
7. Send: The content is not only useful to the reader but also to one or more people in the reader’s network. The reader simply emails the article or a link to it to people that he or she cares.
8. Spread: The reader finds the article fascinating enough to spread it to anyone and everyone via a blog, twitter or the social networks that he or she belongs.
9. Subscribe: This is the ultimate expression of engagement and a vote of confidence that you will continue to provide great content. When the reader wants to continue listening to your thoughts, he or she will subscribe.

Finally, here are a few things to consider before you post your next online content:

1. Understand Your Audience

2. Check Your Objective

3. Unleash Your Creativity

4. Learn from Feedback

Check out Rajesh Setty, www.Lateral Action.com

http://lateralaction.com/articles/9-responses/

Library Tools- an evolution of library displays

Promoting Reading with Tools-Old and New

By Al Smith

When teacher-librarians think of ‘new’ book displays they likely conjure up visions of Amazon.com, Shelfari, and other web 2.0 models. Despite immersing myself in new media and web 2.0 because of the power to share, I am in fact shifting my modus operandi to the traditional display- analog rocks! After reading Garr Reynolds’, Presentation Zen, I started rethinking some of the old faithful tools. I have been revisiting the craft I learned teaching elementary school. Tactile and visual chart paper, tripods, acrylic holders, furniture, hemp baskets, bookcases, sticky notes, chalkboards, etc. all have an attraction to particular students.

My creative instincts has led me to embrace ‘hi-touch’ has generating some benefits for students but also nurtured my librarians soul.

An Old Approach Feels New

I’ve changed my approach recently in that I now believe the process a patron undergoes to find a book, whether research or recreation, is more multi-dimensional than the past. The initial reason is that students (and teachers) now have so many digital tools at their finger tips; however, I also think that there are two other powerful variables in play. Smith Theory:

1. Students seem starved for more social interaction with peers and adults

2. The brain needs analog modalities to create new ideas and synthesize information.

I believe we miss out when we sacrifice analog devices for just digital tools. Nevertheless, the suite of new digital tools is easier and more powerful than ever. To ignore them is a peril as well.

Picture Frames

Picture frames are an attractive and efficient way to display promotional material. Whether new posters, self made promotions, or even photography, frames draw the attention of patrons. One simple way is to create a letter size sign of book covers with quotes or statements. Print the sign on Inkjet photo paper and hang with a matt board and glassed frame. (Opus, Michaels, etc. have sizes and options.) Display them on ends of stacks or any wall space. You can repeat the same process for smaller 5x7 signs for desks and counter space.

Simple Displays

The grand display or bulletin board obviously has a unique purpose and valuable impact; however, the small surprise display works well too. I’ve started tagging books by inserting a paper bookmark slipped in the books. A Just-Read slip has a patron and a brief rating or comment.

I’ve added more front cover displays and targeted and varied showcase titles and themes. Most librarians have used thematic displays to promote resources and learning opportunities. I have had some interesting success when adding more random and varied displays.

Example: I pulled a coffee table book during our annual Cancer Week fundraiser. Bryan Adams photography book was a Breast Cancer research project. I placed it along a shelf behind my desk. I had more amazing conversations with kids because they were invited to browse with an attached signage. The photo of a bald woman obvious was part of the initial attraction. It created a chance to talk meaningfully with teens about cancer, photography, rock and roll music. A display out front and center seldom gets my teenage students talking or even looking. The best interaction has been born of the smaller discreet display, especially those close to my desk. I invite kids to flip through the large coffee table books by having them out on the tables and counters. Although I may risk some damage to expensive books, most patrons I’ve surveyed find the visual clues valuable. Maybe the media is the message? Buy some coffee table books.

Book Shelf Signage

I have not finished some areas because of time and money but...shelf sign holders and some subject headings signage helps. You still need to teach classification systems but some clues benefit the browsing shy patron. Also place more book covers within your shelving. After a serious weeding, I started placing more books up on stands and vertical facing the aisles. My logic was if it is good for Chapters it must be good for us too. Our circulation evidence proofs it. Anecdotal and circulation data show that visible books, especially non-fiction, get borrowed more frequently than items tightly shelved in the stacks.

Adults As Readers

Modeling reading is perhaps the most important criteria for encouraging children to read. Research shows that boys, whose father was frequently seen reading, eventually read more themselves as adults.

A lively discussion can develop around the book we have all recently read. The discussion around the content is valued as much as the reading itself. Case in point? Literature Circles. I believe this strategy works because it sets up and values the social and conversational nature good literature can engender.

Margaret Ruurs wrote in the last Bookmark about ‘Teachers As Readers’-TAR.

"

...All participants who are teachers agree that the book group helps them to know what their students are reading and gives them a better grasp of which books to use and recommend….All of the TAR group participants I talked to agreed that the experience has enriched their lives as readers by making them read books they would not otherwise have selected and through the rich discussions that follow...."

(Bookmark Vol49 Issue IIII p.35 )

* International Reading Association Teachers as Readers: Perspectives on the Importance of Reading in Teachers’ Classrooms and Lives, IA book, Michelle Commeyras, Betty ShockleyBisplinghoff, and Jennifer Olson, editors, 2003,

see: 

http://marketplace.reading.org

Reprinted from Reading Today, IRA February/March 2006 with permission from the author, Margriet Ruurs. see Bookmkark Winter 2009.

I believe the informal conversations with students are a force for learning. Varied displays increase the opportunity to talk to one another and can make the library space a stimulating environment. Anything in your library that generates conversation is not bric-a-brac but rather a powerful library tool. I used to always read books with my players during my coaching years. While riding a bus on a road trip, I always had a book front and centre. While sitting around in gym bleachers waiting for games, I always read a book- Always! I now bring the same logic to my teacher-librarian world. A day filled by a series of spontaneous unstructured librarian-student conversations is a good day.

OPAC

Y

our school catalogue is an obvious but often underutilized tool for your library program. Sometimes a catalogue system can be a challenge for library patrons. Using the OPAC is a good platform to teach K-12 search skills and online reading, including how web interfaces vary. I edit my station defaults to always show advanced boolean fields. The interface provides a daily teachable moment for rehearsing narrowing and broadening terms. Use your OPAC to ‘boolify’ students but also use the lookup station as a niche for books displays and other objects. I often place small acrylic signs near the OPAC to promote contests or events.

A relatively new addition to the catalog environment is the ability to link or integrate other web based services. One way is to create URL’s of your catalogue queries and use the links in emails, blog posts, and other bulletins- even Twitter updates.

https://twitter.com/literateowl/status/2299202937

Another powerful service feature that some cataloguing software have is ‘syndetics-the ability to embed book covers and other bibliographic information into your local OPAC queries. My Mandarin system( sadly old) can automatically display links to Amazon titles of individual search results. My favourite is the option to get Ebsco’s Novelist to provide a reference to my bibliographic records. The ability to research books and quickly see if the title is in a collection is very nice.

Another serendipitous benefit of having a variety of displays around your stations is just fun. For a couple months a year, I put out a scrabble board for open community play. No signs, no specific rules, just a public challenge to add to the board. I do the same with chess sets. The boys really seem to like it and if nothing else it is an ice-breaker.

Library Web Sites

An obvious asset to school libraries is their online platform. Regardless of what software or ISP you have, teacher-librarians have powerful tools to engage readers and promote reading resources. Email alerts, RSS feeds, Wish Lists, banners, links, widgets and other cloud computing options are free ways to share book related content. Amazon has a service called Amazon Associates. Their intent is to grow the store experience but the same power can be exploited for free. At no charge and some technical inquiry, librarians can provide value added information to their online library. Implementing Listmania or embedding search boxes can help engage more patrons. If you cannot manage the technical side, then try to find an ally or associate that can help implement your vision.

Amazon Wishlist:

http://www.amazon.ca/gp/registry/registry.html?ie=UTF8&type=wishlist&id=A77P7XMAYQUQ

User friendly blogging tools now make a powerful communication platform available to the average librarian. The scope can be as simple as posted news or complex with threaded group discussion activities and even online book clubs. The scope is almost infinite. The addition of RSS and Social Networking has added layers of potential for sharing and informing your library patrons.

Web 2.0

Whether book cover images, video content or user generated writing, web 2.0 has it all.

If have licensing or permission for images( Amazon, Novelist, etc.) then why not make a slideshow of new book covers. Try out Picasa or Flickr to assemble a web album from your computer files. Link or convert your slideshow for you blog, web page or .doc handout or pdf. One nice feature for Picasa I’ve used is I created a Picasa Screesaver from book covers and then I activate it all day long on my flatscreen so when I am idle patrons see an animated show of book covers that are in our collection.

Use Google Docs to share files and presentations of books, authors or new arrivlas etc.

Use your private network or favourite blogger to have a literature circle class share viewpoints, writing tasks, etc. Just plan your implementation and skill requirements in advance.

The web 2.0 world has offered us all the new technology RSS newsfeeds. Librarians can now automate the publishing of book news, messages, etc...by using RSS tools.

In Blogger you navigate the Layout Window to add Gadgets that provide extra utilities such as Blog Rolls, Search Boxes or Aggregated Posts from other blogs.

Example. The BCTLA web site now

has President Heather Daly’s blog posts scrolling in without the webmaster manually entering anything.

Try it now>>> http://bctf.ca/bctla/

My current favourite is using Ebsco Alerts to promote using Novelist Plus Database. You create a specific query and subscribe to the query RSS feed. The messages can be a Blogger gadget or a web page asset. I use the URL alerts for emails to faculty booked into the library. Example. History teacher gets an email link focused on Ebsco alerts of the upcoming unit. It also works well for other Ebsco databases such as author study, sciences, etc.

The link below will request you subscribe to Ebsco query Passchendaele.

http://rss.ebscohost.com/AlertSyndicationService/Syndication.asmx/GetFeed?guid=1838083

Other web 2.0 resources harness technologies that have potential for a teacher-libarian wishing to expand service points online.

Use Delicious tags and bundles to deliver content to students with one specific URL. You can create your own tags( subject headings) and bundles ( groups ) so that a grade, curriculum or class can be targeted with a your list of pre-selected web addresses.

LibraryThing.com is your own personal catalogue platform with many add-ons and network of fellow readers. You can query titles from Amazon or UBC Library. Collect, Sort, Comment, Rate...etc.

Goodreads and Shelfari follow similar functions. The power of these services is any user can aggregrate content and implement the data as they need it. Example. Doing a Unit Next Week- Romantic Poetry? Query and tag items of interest and then creates links to your tag.

http://www.librarything.com/author/vassanjimg

http://www.librarything.com/tour/

Writeboard

 is a service where users can write, share, revise, compare web based documents. Writeboard is perfect for...

 

• -Authors, journalists, PR folks, editors, and publishers

• -Bloggers or freelance/independent writers

• -Letter writers, songwriters, poets, comedians, creatives

• -Students, professors, and groups collaborating on a paper

http://writeboard.com/

Slideshare

is a popular presentation service that allows sharing of powerpoint files and other common files. Similar to the functionality of Google Docs.

http://www.slideshare.net/

Odiogo

is a service that digitizes your blog post into an audio file. The directory of posts include links and downloadable mp3. You can even have the audio versions subscribes via iTunes podcast.

http://podcasts.odiogo.com/the-virtual-bookmark/podcasts-html.php

With iTunes the scope of possibilities is endless. iTunes-U is an academic vault for seniors or college( too american) but the free podcast library at iTunes is huge. CBC channel is terrific for books or current news promo.

While you are investigating CBC try out YouTube channels. ‘TheHour’ has many contemporary authors, scientists, etc...Better yet, get your kids to create their own author podcasts. In 2009, I’m going to try ‘Hamlet Radio 1079’ ....the podcasts don’t need to stored on a public server. Access from behind a private group or school LAN.

Wallwisher.com

is a simple way to post news or get others to share- such as planning an event or discussing a novel.

http://www.wallwisher.com/wall/kelowna2010

Lastly an attractive tool is streaming video. The ability to easily integrate clips from YouTube or GoogleAuthors, etc...provides potential to share insight in reviews, author biographies, etc.

Example. Like her freckles, Julianne Moore’s second book, Freckle Face Strawberry has literary and personal hooks everywhere. A small display could match up with a storytime or book talk.

"... Actress Moore’s exuberant heroine with strawberry-red freckles and hair is back in this second outing. A bright palette and a classic cartoon feel should prove eye-catching, as Freckleface navigates the world of playground activities: ..."(Novelist Plus)

Read More at

Novelist.:

Peresitant Link

http://www.youtube.comwatch?v=qvZl1x670K8

Another library resource is television or webTV. There are often short segments on authors and books that can be used. If you have a PVR even better....Example: WTNH- interview with Katie Davis ‘Books

http://www.youtube.com/user/WTNH

Dad’s and Kids Can Enjoy Together’. Ms. Davis is the award-winning author/illustrator of seven picture books, including Who Hops and Kindergarten Rocks!

Read More about author Katie Davis at Novelist:

Persistant Link

Be Creative and Have fun but be aware about copyright and reprinting anything online! So polish up those traditional ‘hi-touch’ displays play with a new web 2.0 device in order to build a stimulating library environment that promotes reading.

-Al Smith. Kelowna

__________________

Moore, Julianne. "Freckleface Strawberry." (01 Jan. 2007): 32. Novelist Plus. EBSCO. [Library name], [City], [State abbreviation]. 23 June 2009 <

http://search.ebscohost.com/login.aspxdirect=true&db=neh&tg=UI&an=250607&site=novp-live

>.

‘Katie Davis’. WTNH.com. May 23 2009. Online. June 21, 2009.<

URL>

Media Awareness Network and CTF- Partner to Promote Media Literacy in the Digital Age

For immediate release            June 8, 2009

 

 

 

Media Awareness Network and Canadian
Teachers' Federation 

Partner to Promote Media Literacy in the Digital Age

June 8, 2009 (Ottawa)
–Media Awareness Network
(MNet) and the Canadian Teachers' Federation (CTF) are joining together to host
Canada’s
fourth annual Media Literacy Week, November
2-6, 2009.

This year’s theme – Media Literacy in the Digital Age – will emphasize the
multiple literacy skills needed by today’s youth for accessing,
evaluating, repurposing, creating and distributing media content.

 “Students need a whole new skill set to successfully
navigate media content in the digital age,” explains CTF President Emily Noble. “Although young people navigate
easily though various media, they still require guidance and mentorship to
develop the necessary critical thinking skills for active and engaged online
citizenship.”

A variety of activities – from classroom-based
projects to large-scale public events – will take place throughout the
week in support of media literacy.

 “The week was renamed this year from National Media
Education Week to Media Literacy Week to raise awareness among Canadians that
helping kids become media literate isn’t just the responsibility of
teachers,” said Jane Tallim,
Co- Executive Director of MNet. “Parents, librarians, Guide and Scout
leaders, coaches, camp counselors, paediatricians – everyone involved
with youth can play a role in promoting media literacy in their homes, schools
and communities.”

Collaborators involved in this years events include the
National Film Board of Canada, Association for Media Literacy, Media Education
Project (Guelph University), McGill University Faculty of Education, Canadian
Association for Media Education Organizations, Ontario Library Association,
Historica Encounters Canada, Pacific Cinematheque, London Public Library and
the Prime Minister’s Awards of Teaching Excellence.

Bell is a Silver
Sponsor of Media Literacy Week this year, continuing its longstanding
commitment to supporting media literacy initiatives in Canada.

For information on how you can become involved visit the
Media Literacy Week website at: www.medialiteracyweek.ca.

Media Awareness
Network (MNet) is a Canadian not-for-profit
centre of expertise in media literacy. Its vision is to ensure children and
youth possess the necessary critical thinking skills and tools to understand
and actively engage with media. MNet's programs are funded by its public and
private sector sponsors and partners, who include: CTVglobemedia •
Canwest • TELUS • Canadian Internet Registration Authority •
CTV • National Film Board of Canada • Government of Canada.

Canadian Teachers’ Federation (CTF)
represents nearly 200,000 Canadian teachers across the country. For nearly 90
years, CTF has advanced the cause of children, defended the rights of teachers
and promoted a strong public education system. Further, they have championed
the increase and strengthening of the practice of media education in Canadian
classrooms. (http://www.ctf-fce.ca/)

Contacts:   

Ann Marie Paquet,
Communications Officer, Media Awareness Network

613-224-7721, ext. 231, apaquet@media-awareness.ca

Francine Filion, Director
of Communications, Canadian Teachers' Federation

613-232-1505, ext. 630, ffili@ctf-fce.ca

Diffusion
immédiate                                                                                        Le 8 juin 2009

Le Réseau Éducation-Médias et la Fédération
canadienne 

des enseignantes et des enseignants

s’associent pour promouvoir l’éducation aux médias à l’ère
numérique

Le 8 juin 2009 (Ottawa) — Le Réseau Éducation-Médias (le Réseau)
et la Fédération canadienne des enseignantes et des enseignants (FCE)
s’associent pour organiser la Quatrième Semaine éducation médias du
Canada, qui se tiendra du 2 au 6 novembre 2009.

Le thème de cette année — « L’éducation aux médias à l’ère
numérique » — fera ressortir les multiples compétences dont
les jeunes d’aujourd’hui ont besoin pour évaluer, adapter, créer et
distribuer le contenu médiatique, et y avoir accès.

« Les élèves ont besoin de compétences tout à fait nouvelles pour réussir à naviguer
dans le contenu médiatique à l’ère numérique », explique Emily
Noble, présidente de la FCE. « Bien que les jeunes naviguent facilement
dans les divers médias, il faut quand même leur offrir des conseils et du
mentorat pour qu’ils développent la pensée critique dont ils ont besoin
pour devenir des citoyennes et des citoyens actifs et engagés en ligne. »

Diverses activités — des projets de classe aux événements publics de

grande envergure — à l’appui de l’éducation aux

médias se tiendront durant la Semaine.

« La Semaine éducation médias, auparavant la Semaine nationale de l’éducation
aux médias, a pour but de faire prendre conscience aux Canadiens et Canadiennes
qu’aider les enfants à affiner leur culture médiatique n’est pas
seulement la responsabilité du personnel enseignant », indique Jane
Tallim, codirectrice exécutive du Réseau. « Les parents, les
bibliothécaires, les animateurs et animatrices scouts et guides, les
entraîneurs et entraîneuses, les conseillers et conseillères de camp, les
pédiatres — toutes les personnes qui côtoient les jeunes — peuvent
jouer un rôle en favorisant l’éducation aux médias à la maison, à
l’école et dans la communauté. »

Font partie des groupes collaborateurs de cette année l’Office national du
film du Canada, l’Association for Media Literacy, le projet d'éducation
médiatique (University of Guelph), la Faculté de l’éducation de
l’Université McGill, le Regroupement des associations canadiennes
d'éducation aux médias, l’Association des bibliothèques de l'Ontario,
Historica Rencontres du Canada, Pacific Cinémathèque Pacifique, la bibliothèque
municipale de London et les Prix du Premier ministre pour l'excellence dans
l'enseignement.

Bell est un commanditaire Argent de la Semaine éducation medias de cette année,
poursuivant ainsi son engagement de longue date à l’égard de la culture
médiatique au Canada.

Pour savoir comment participer à la Semaine éducation médias, consultez le site Web de la
Semaine, à www.semaineeducationmedias.ca.

-30-

Le Réseau Éducation-Médias (le Réseau) est un organisme canadien sans but lucratif,
reconnu pour son expertise en éducation aux médias. Il a pour objectif de
veiller à ce que les enfants et les jeunes acquièrent l’esprit critique
et les outils nécessaires pour comprendre les médias et s’en servir
judicieusement. Les programmes du Réseau sont financés par des parrains,
donateurs et partenaires des secteurs public et privé, dont CTVglobemedia • Canwest • TELUS • L’Autorité
canadienne pour les enregistrements Internet •
CTV • l’Office national du film du Canada • le gouvernement du
Canada.

La Fédération canadienne des enseignantes et
des enseignants représente environ
200 000 membres de la profession enseignante du Canada. Depuis près de
90 ans, la FCE fait avancer la cause des enfants, défend les droits des
membres de la profession enseignante et prône un système d’éducation
publique solide. De plus, elle
s’est faite la championne de l’accroissement et de
l’amélioration des possibilités d’éducation aux médias dans les
classes du Canada. (http://www.ctf-fce.ca/)

Personnes-ressources :

Ann Marie Paquet, agente de
communications, Réseau Éducation-Médias

613-224-7721, poste 231, apaquet@media-awareness.ca

Francine Filion,
directrice des Communications, Fédération canadienne des enseignantes et des
enseignants

613-232-1505, poste 630, ffili@ctf-fce.ca

The argument against Accelerated Reader

There is some criticism of the Accelerated Reader( and others) building from teacher-librarians.  The argument against is not specifically targeted at AR or other computerized reading tools but rather the trend to diminish or even replace a strong flexible library program with just AR.  The position that 'book levelling and school libraries' is a major error, is the result of not just hard research but also the advoacy for a program that develops reading from a broad approach. Opposition is building from librarians because many are being asked( or even  ordered) to warehouse the AR collection and administer much of it.  AR , whether one approves or not, is a reading system not a replacement for other powerful education programming. AR in the classroom  is not the enemy.  The enemy is an attitude that sees any one system( and the monopolizing costs) as the only way.  Turning a library into a bookroom is backward thinking.

My experience has proven many times that a collaborative approach WITH a trained teacher-librarian builds a stronger base that helps more students. Replacing a good library program with an AR program is just folly.

I like the analogy of fitness or performance training.  If a person needs to complete a mini-triathalon, he needs aerobic fitness, strength and endurance as well as flexible to prevent injury,etc. Only training on a stationary bike, no matter how high-tech or motivating isn't going to get the job done.  - Al Smith, Kelowna

 

References

Biggers, D. (2001, September). The argument against Accelerated Reader. Journal of Adolescent & Adult Literacy, 45(1), 72. Retrieved May 19, 2009, from Academic Search Premier database.

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Section: STANDPOINTS & VOICES

THE ARGUMENT AGAINST ACCELERATED READER

Lazy and unprepared for university- the Star

Profs blast lazy first-year students

Wikipedia generation is lazy and unprepared for university's rigours, survey of faculty says

Apr 06, 2009 04:30 AM

Kristin Rushowy
EDUCATION REPORTER
http://www.thestar.com/News/Ontario/article/614219

University professors feel their first-year students are less mature, rely too much on Wikipedia and "expect success without the requisite effort," says a province-wide survey to be released today.

And guess what? In this case, many students agree with their profs.

"I think it's a fair assessment," said first-year Ryerson journalism student Annie Webber. "I'm addicted to Wikipedia."

Lina Kim, a fourth-year University of Toronto sociology student who works in the U of T's Robarts Library, agrees.

"Many students can't even ask for help. Partly, it's generational, the attitude and sense of entitlement they have," Kim said.

"...Computer science student Nadya Denissova says universities shouldn't blame high schools if students do poorly. (April 5, 2009)..." ( Harris, Toronto Star)

More than 55 per cent of Ontario's faculty and librarians surveyed believe students are less prepared for university than even three years ago. In fact, many post-secondary institutions have had to create catch-up courses to help those who are struggling.

"It wasn't a shock for me – I'm aware of what's happening out there," said Brian Brown, a University of Windsor visual arts professor. He also heads the Ontario Confederation of University Faculty Associations, which oversaw the online survey of about 2,000 professors and university librarians out of the province's 15,000.

"What the questionnaire reveals is a serious challenge that we are facing in the system. We are teaching students from what is basically an underresourced secondary school system."

James Côté, a sociology professor at the University of Western Ontario, says the survey confirms a lot of recent research, and that the decline in student preparedness began years ago but has more recently accelerated.

"It's a wider societal issue, where leisure is very much valued and work habits are not necessarily reinforced in the way that they were in the past. The work ethic is not what it used to be ... no pain, no gain doesn't seem to be prevalent any more."

Côté co-authored a book, Ivory Tower Blues: A University System in Crisis, that in part chronicled the issues professors have with today's students and he writes a blog where he hears from professors all the time.

With the current focus on stemming high-school dropouts, discipline and punctuality are not longer reinforced, and students come to university expecting to continue that, he added.

Even though students are one year younger heading to university, a change brought in by the previous Conservative government, "We've just caught up with the rest of the world," although in other countries they expect students to be more mature.

Côté said universities are caught: they don't want to fail anyone as they are funded on a per-student basis.

The question on student preparedness was part of a larger survey of professors completed in February and March that asked about all aspects of campus life. More than 60 per cent of professors said they were teaching larger classes than three years ago, and that not only has hiring slowed down, but so has the creation of full-time tenured positions – which was an issue in the recent strike by teaching assistants and contract faculty at York University.

As for first-year students, Brown said professors don't think they have the needed critical thinking or math skills, and they lack the ability to learn independently.

"We are basically trying to deliver a quality education on our campuses for a cohort of students who need extra attention to succeed."

He applauded the provincial government for recent funding announcements, including $780 million for infrastructure and an immediate $150 million for universities and colleges.

Colleges, too, report troubles with unprepared students, especially in math, and have each developed their own way to deal with it.

According to the College Mathematics Project, which tracks high school students' math achievement through to first year, schools may offer night classes, tutoring or add hours to existing math classes.

"Traditionally, the first semester success rates are quite low – I'm from the science and technology side of things, and clearly we knew that from the results we saw, particularly with younger students, that they are struggling with math," said Laurel Schollen, dean of applied science and engineering technology at Seneca, who is involved with the project.

Danish Zakir, a third-year U of T student in actuarial science and economics, said: "I think there should be an initiation program in high school to prepare them for university."

But Nadya Denissova, a fourth-year computer science and statistics student at U of T, disagrees with the survey, saying she knew students in the double cohort, and they were given extra work to make up for missing OAC.

"I think the problem is with the universities," Denissova said. "They have to teach better rather than blame high schools."

Education is relative...exponential...B.G. -Before Google

DID YOU KNOW?

________________________

Fantastic video on the progression of information technology, researched by Karl Fisch, Scott McLeod, and Jeff Bronman, remixed
By the way, I did not create this video! Search on the names above if you want more info - they are responsible. Karl Fisch, high school teacher's blog was a 2006 EduBlog Winner.  Read More: McLeod,  Fisch

http://www.youtube.com/watch?v=cL9Wu2kWwSY

-There are more  honours students in India than America has kids.
-Top 10 in demand jobs for 2010 did not exist in 2004.
-we are educating our kids for jobs that don't exist.
-our students will have 14 jobs by age 38
-half of all workers have been with their employer less than 5 years
-if MYSpace was a country it would be the 5th most populated country
-the US is 19th ranked broadband serviced country
-31 billion Google searches per month
-half the information a freshman learns will be outdated by his/her third year
-....

How do we adapt education policy and practice with this kind a rapidity? We cannot, except ensure our kids are literate with reading, technology and languages and critical thinking. Next time you feel overwhlemed, relax and take a breath, you are not alone.

Crisis for Publishers- read for free? what to buy?

http://www.pbs.org/mediashift/2009/02/read-for-free-pay-for-print-or-stuff056.html

As I have added digital reading to my school collections, I have run into the crisis facing publishers.  How to make money? Some of the current publishing discourse sets some context for the impacts of technology changes on libraries and reading.  As commented by Karen Lindsay's post to the BCTLA Forum, the Amazon Kindle is creating maneuvering in the copyright wars.

I've had reference material online for years now and my print reference collection.  A few examples: Scientific American is being read when I distribute internally as a PDF. I can also link direct to articles via Ebsco.  I added 'Consumer Reports ONHealth' for our health sciences and home economics classes. I added the 'NewYorker' for its book reviews, literary content and publishing excellence. I also now get some photography, spanish and technology eZines via the Zinio.com service.  I use the colour pdf images and special editions to promote the KSS Library services overall. Faculty are pleased with the diversity and content acquisition but our students don't read any of it unless it is part of webquest or project based lesson. Girls read 'People', 'Seventeen', and 'InStyle'.  The only 'boys' title read is 'Snowboarding', 'Road and Track' and 'Bike'. Kids are not consuming print, eBooks, or even Audiobooks. They are watching and listening. The bulk of media activity is Facebook, Gaming, YouTube, MySpace and iTunes...all of which demand very little reading. is shrinking rapidly but what is a TL to do about fiction and non-fiction content?  I've reduced my print periodicals and increased digital magazines to target various readership within my setting. 

....I digress for a minute...Recently, I have observed a huge shift in readership trends of our students. Down. The majority of kids are simply not reading.  In my Grade 10-12 school, I have a small core of strong and motivated readers than continue to challenge me for more material; however, the masses are not reading- even digital content.  When I have been teaching or supporting class activities, I have observed that many don't/can't even read a web page or screen with any sophistication. They Googlize everything because they 'think' it is easier or faster. These students are  often are very inefficient and impatient.  They would rather switch topics or thesis than dig critically. In fact, I find their information literacy skills are very poor and this is not just your low achieving students- this is all levels and ages. Many teens bristle when asked to read- anything- I suspect even all those short stories and novels they read in English classes are not actually read cover to cover. I recently met with a grade 12 girl who received an A grade on her novel project but confessed she never read the book! How many more are there like this nice girl?  One positive trend is the Bookclubs or Lit Circles that go along way to infuse the wonder of the written word for teens by designing improvements in pedagogy and critical thinking.  Thank the Lord for Harry Potter and Stephanie Meyer....

How do teacher-librarians adapt their selections and acquisitions in light of the drop in reading practices? 

Overall, people seem to be reading less.  Charlie Rose recently interviewed some major players in this issue- A conversation about the future of newspapers with Walter Isaacson of "Time," Robert Thomson of "Wall Street Journal" and Mort Zuckerman of "The New York Daily News".

Point taken:  When asked by The New York Times a year ago about the quality of the Amazon Kindle, Apple CEO Steve Jobs said, famously, that "it doesn't matter how good or bad the product is, the fact is that people don't read anymore." (It was an ironic statement, because one heard it by reading --

( Mediashift by PBS )

The discussion about micro-payments and "pay to read" goes round and round because it ignores a basic fact. Most people, most of the time, do not read newspapers. They view, scan and search newspapers. Selling words to viewers, scanners and searchers is hard, but since viewers and scanners are always background-searching for stuff they might need, selling them stuff is much easier.

Appealing to tribes

Readers can be found in tribes, in the sense used by Terry Heaton at his PoMo Blog
and by Seth Godin in his most recent book Tribes: groups of people united by a common idea and inspired by a common leader.

In today's wired world, tribes can form, coalesce and disband in mere days. When they form, there is an opportunity to sell them words -- people fired up over a particular idea will be eager to learn more about it and for that they need words. When the tribe disbands, that big sales opportunity goes away. The best recent example happened during the recent U.S. presidential election, with anything with the name "Obama" on it. Obama supporters, excited by Barack Obama's eloquence and hopeful for the idea that he would bring change, eagerly snapped up books, newspapers and magazines with stories of the presidential candidate. But that coalition of tribes disbanded after the presidential election; only smaller tribes living in niches remain.

So readers will willingly buy words delivered in different forms, but it depends on a combination of price, convenience and timing. Sometimes they borrow books from the library. Sometimes they buy books. Sometimes they will even pay for access to words on the Internet -- but more often than not, they balk at paying for words on the web. I think the experience of TimesSelect teaches that even the New York Times doesn't have enough readers in their audience to make it scale.

The New Yorker successfully employed a 'Read for Free, Pay for Print' model

"Read for free, pay for print or stuff," on the other hand, is a model that can, and does, deliver revenue. There's already at least one good example of the model working in a stable market filled with reader tribes. The New Yorker magazine currently does well by selling its print edition to a tribe of self-selected readers.

The New Yorker appeals to a high-brow reader niche. It has arguably the most thoughtful, best crafted words appearing in any mainstream publication and has maintained an unswerving focus on readers, with only one brief interruption that was quickly remedied.

A recent Google search turned up the magazine's online edition, complete with current articles, cartoons, weblogs, audio, video, slide shows, and an extensive archive dating back to 1925. There is no content hidden behind a pay wall.

In the magazine's printed version, it sells ads to help other people sell "stuff." The web edition, on the other hand, mostly serves the magazine's own house ads to sell its own "stuff." When I last checked their home page, here's what I found tucked away in the far right column:

1) "The New Yorker Digital Edition -- The Magazine in your Email First Thing Monday Morning. Click here for a free trial. A special promotion sponsored by Chevron."

2) "Give the Gift of the New Yorker." The click brings you to "47 issues one year for $39.95 or 94 issues $69.95." And a "Notify your recipient a subscription is on the way." You can send an e-card with your message, and choose the style you think best.

3) Then there are seven offerings of New Yorker products and services.

4) And of course, the ever-present "Subscribe to the Print edition."

This all makes business sense because the New Yorker's target market is made up of readers and people who define themselves as readers. The problem for any other mass market publication that wants to sell words is to find the readers who value the words.

One side note: The "selling stuff" component of "read for free, pay for print or stuff" is much easier; anyone can sell stuff. For example, Rupert Murdoch's Wall Street Journal is now selling wine. Most museums and other non-profits have been selling stuff to their loyal fans -- on their websites and in their museum shops -- for years. PBS.org understands the power of selling stuff.

Open College Textbooks

This month, we'll see the "read for free, pay for print or stuff" model get applied to another market with another tribe: Flat World Knowledge will create Open College Textbooks to cater to "reader" tribes of students in the formal education system.

In my opinion, this could signal an explosive growth opportunity for journalism, and maybe some newspaper companies, to serve readers who live in the world of K-12 education...more>>>>

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Also by the author: by Michael Josefowicz

Print is the Next Big Thing

I am delighted to have the opportunity to be the new "print correspondent" for MediaShift. Every two weeks or so I will be reporting, discussing, opining and answering comments about how new print technology can help untangle some of the problems facing newspaper companies and the future of journalism. Newspaper companies are looking for ways to profit in a new...