Hybrid synergy – more on the future of school libraries

It’s always exciting to read or discover more ideas to support an emerging view – particularly if it is being expressed globally. Following on from my post Hybrid Synergy – the Future of School Libraries, I was pleased to see two things this week that provided me with much food for thought.

Joyce Valenza has an (updated) Manifesto for 21st Century School Librarians published in Voya. In her roundup of indicators of what a 21st century librarian is involved in, she covers

• reading
• the information landscape
• communication, publishing and storytelling
• collection development
• facilities and physical space
• access, equity, advocacy
• audience and collaboration
• copyright, copyleft, and information ethics
• new technology tools
• professional development and professionalism
• teaching and learning, and reference
• into the future (acknowledging the best of the past)

This article is a must-read – and a wonderful ready-made tool for anyone planning directions within their school.  Use this article as a springboard for developing an innovative vision and creative response to the learning needs of our students.

If that was not enough, an amazing presentation has also hit the intrawebs – from Lyn Hay at the School of Information Studies at Charles Sturt University. In her presenation you will find a huge amount of information and ideas to stimulate your thinking.

My favourite is the iCentre!

Lyn explains the core business of the  iCentre:

• inquiry learning, immersive learning
• information fluency > transliteracy
• explicit instruction
• pedagogical fusion – integrating and aligning information, technology, people, instruction
• customised ‘i’ support for students, teachers, school administrators and parents
• learning innovation
• information leadership
• development of students as independent, informed digital citizens

I recommend taking time to look through the presentation Converging the Parrallels!

Related Articles

• Teacher-Librarians & Teachers (linkingforlearning.com)

Digital literacy across the curriculum

Digital Literacy across the Curriculum (pdf), from FutureLab, UK, is a 63-page handbook aimed at educational practitioners and school leaders in both primary and secondary schools who are interested in creative and critical uses of technology in the classroom. The handbook is supported by case studies (pdf) of digital literacy in practice and video case studies.

The handbook aims to introduce educational practitioners to the concepts and contexts of digital literacy and to support them in developing their own practice aimed at fostering the components of digital literacy in classroom subject teaching and in real school settings.

Developing digital literacy is important  because it supports young people to be confident and competent in their use of technology in a way that will enable them to develop their subject knowledge by encouraging their curiosity, supporting their creativity, giving them a critical framing for their emerging understandings and allowing them to make discerning use of the increasing number of digital resources available to them. p.10

Developing digital literacy in the classroom can allow students to apply their existing knowledge of creating with digital technology to learning in school and in the process be supported to think more critically and creatively about what it is they are doing. p.24

Fostering creativity in the classroom involves applying elements of creativity to subject knowledge. This can be done in all subjects across the school curriculum. p.25

This is an outstanding document that can be used as an information primer for helping schools develop a whole-school approach – particularly relevant in the current 1:1 laptop scenario in Australia.

The future of digital diversity

Think digital – it’s  a ‘doing’ technology.  Trends from PewInternet Research Centre indicate that teens are digital denizens.

While the research is not Australia, it points the way to the behaviours or our own teens, and signals a need for some major shifts in thinking about learning and teaching contexts.   The interactivity of the web allows students to move very quickly from one application to another – remixing, remaking and montaging ‘content’.  Learning is promoted most effectively when students are making, creating, building, simulating, hypothesizing – all desirable higher-order thinking activities.

So, give these figures some thought!

Augmented Reality – it’s literacy!

While I’m really interested in all sorts of technology possibilities, as a person responsible for a huge library facility and resource centre I passionately believe that the first and most important ‘augmented reality’ option for children and youth are found in books, magazine, graphic novels and more.

Good books. Good literature. Good augmented reality!!  Through books you can experience so many possibilities, so many  passions and emotions, so much history, exciting mystery, and more.

This week has been a big one for us on the ‘augmented reality’ front!

As our visiting speaker Paul MacDonald from The Children’s Bookshop said to our Year 7 students: “A good book should leave you slightly exhausted at the end. You live several lives while reading it”.

Paul challenged the boys for an hour with many exciting ideas, and reasons to get into ‘what’s hot’!  He even got into quiz mode to capture every single boy – the prize?  A Cherub beanie!  You’ve never seen such a sea of hands desperate to answer a question about books and authors!  Heaps of boys charged over to the library after getting out of the dining room at lunch time – and queued to grab or reserve the books that Paul had been enticing them with.

Patrick Ness

We also had a fabulous visit from Patrick Ness, who spoke to Year 9.  Talk about mischievous but exciting! He also sat down for a literary lunch discussion with our Extension English students. Patrick was just fantastic at pitching the literacy message to active adolescents.

Oh, and don’t forget the magic of buying your own signed copy of an author’s book!

For me – the first and best form of augmented reality – guaranteed to impact on every aspect of a students learning future – is reading and more reading.  More important than any other technology tool in the whole world!

Tsunami – in the classroom?

I wonder how many classrooms in Australia will spend time this week talking about, reviewing and learning about the impact of earthquakes and tsunami  on countries and people?

This weekend saw the earthquake in Chile and the tsunami it created affecting many parts of the world.  The Chilean president declared a state of catastrophe after a deadly quake of magnitude 8.8. Subsequently warnings of tidal waves were issued in 53 other countries.

In the Guardian’s Report Chile Earthquake: Pacific nations brace for Tsunami we have a good lead article to set the scene for discussion.

The Tsunami raced across the Pacific and threatened Hawaii as it rushed toward the U.S. West Coast and hundreds of islands from the bottom of the planet to the top. Sirens blared in Hawaii to alert residents to the potential waves. As the waves expected arrival drew near, roads into tourist-heavy Waikiki were closed off.  Police patrolled main roads, telling tourists to get off the streets.

It’s not new – social media has a well established co-reporting global events!

But do your teachers know this?  Do they know powerful social media is in providing information and synchronous coverage of event?

Did they pick up the links they need via Twitter? of Facebook? or other social networking site?

Perhaps they already have the Associated News App on their iPhone (find it in the App store)  and were aware of events that way? or via another mobile App?  or heard it on the news?

Did they send out a message (text? IM?) to their geography students to alert them to the CBS News Stream via Ustream so they could experience live some of these events – even if only for a few minutes?

Not only were the media doing live reports online, as well as on TV, but people in the streets were contributing picture and live phone feeds and images to contribute to the pooling of information.

Twitter was buzzing.

Don’t forget to check out Diigo and Delicious during the week to find more links from other  ‘connected’ teachers.  

From a student’s point of view – social media tools allow them to experience these  incidents live and hear the authentic experiences of people observing the event.

By Monday there will be plenty of online media sites that will have stories, videos, etc to use for class review. But none of that is as good as experiencing a live report! How many teachers will be ready to immerse their students in learning with the very tools that students love to use?

Here’s someone ready to incorporate this type of learning into their uni classes - Magnitude vs Intensity in Chile. Learning can be amazing.

Larry Ferlazzo provides The Best Sites to Learn about the Earthquake in Chile (& possible Tsunami).

Go on teachers – give it a try!!  Here’s a great map of Estimated Tsunami arrival times to get you talking.

The picture below shows the live CBS News UStream.

Flat Classroom Project: Fresh start in a new world

The brilliant work by Julie Lindsay (Beijing, China) and Vicki Davis (Westwood Schools, Georgia, USA) continues in The Flat Classroom Project 2010-1 which is now is well under way for 2010.

The Flat Classroom™ Project is a global collaborative project that joins together middle and senior high school students. This project is part of the emerging tend in internationally-aware schools to embrace a holistic and constructivist educational approach to work collaboratively with others around the world.

One of the main goals of the project is to ‘flatten’ or lower the classroom walls so that instead of each class working isolated and alone, 2 or more classes are joined virtually to become one large classroom. This is done through the Internet using Web 2.0 tools such as Wikispaces and Ning.

The Project uses Web 2.0 tools to make communication and interaction between students and teachers from all participating classrooms easier. The topics studied and discussed are real-world scenarios based on ‘The World is Flat‘ by Thomas Friedman.

I was honoured to be invited to present the Keynote, ‘Pandora’s Box: Fresh Start in a New World’ for FCP10-1. This time there are  over 200 students from 10 classrooms across 6 different countries.

Here are some guiding questions to get them thinking about how to respond and start a discussion or foster an existing discussion:

1. Is global collaboration using emerging technologies a pandora’s box? Why?
2. How can we best prepare the ’17 year old Internet/connected world’ to mature and grow into ‘adulthood’?
3. How has the flat world impacted on you as a teenager? as a teacher?
4. What place do immersive worlds and virtual realities have in education?

Give credit where credit it due

Another year of school and the vital need to think through ‘plagiarism’ rears it’s ugly head again – particularly as the Open Content movement gains strength. The recently released Horizon Report 2010 explains:

A new educational perspective, focused on collective knowledge and the sharing and reuse of learning and scholarly content, has been gaining ground across the globe for nearly a decade. Open content has now come to the point that it is rapidly driving change in both the materials we use and the process of education. At its core, the notion of open content is to take advantage of the Internet as a global dissemination platform for collective knowledge and wisdom, and to design learning experiences that maximize the use of it.

Collective knowledge and wisdom depends on one thing though – giving credit where credit is due, whether it is courses, information, ideas, inspiration, motivation, etc. In fact, development of knowledge and scientific research has always depended on this.

But with the global reach of information and info-trash the ‘times, they are a changing‘.  Misinformation can become information. Knowledge can too readily become bias. So learning to give credit where credit is due is a critical and essential information fluency skill for our students to acquire.

Creative Commons

Let’s demonstrate to our students how easy it is to acknowledge inspiration in an online learning world. It takes a quote or a backlink – that’s all. What does it achieve?  Well, first and foremost, it builds learning conversation and creative endeavour,  and secondly it demonstrates that a learner is able to analyse and synthesize thinking from a global repository of possibilities. Sharing is so important, but so is sharing openly and inclusively.

It’s so easy to plagiarise, and call something your own!

Well why not, you might ask? Mashup? what’s wrong with that? There’s plenty of that around and it doesn’t really hurt does it?

Let’s face it, if I take myself as an example – I’m one in millions writing online. What does it matter if someone takes what I say and publishes it in China, or Russia or Timbuktu. Not much really, other than it misses the chance to develop better resources or better information about a topic.

However, educators and managers of technology supporting educational institutions online  understand the need to build that online info-puzzle together. We’re a big crowd with the potential to influence things!

That’s where book publishing and refereed journals  still have it ahead of the internet at this point in time – up to a point anyway. In addition, the notion of acknowledging ideas is a tradition in Western scholarship which for me has value in building credibility, personality, creativity, knowledge, and quality facts.

[Of course, what I'm talking about here is a very simplistic peek at the much more complex topic of knowledge  sharing which is at the heart of what we need to introduce our students to. Do drop over and read  If We Can’t Even Describe Knowledge Sharing, How Can We Support It? A nice 'peppery' look at the complexity of knowledge behaviours.]

How can we change the tendency in an online world to ‘copy and paste’ what suites for personal profit or gain?

Together, let’s entice our students into being captivated by the amazing opportunities that online learning presents. Introduce them to Creative Commons Licensing. Make sure that when they grow up they understand the power of the “By licence” (via Beth Kanter).

Teach your students the wisdom and value of giving credit where credit is due.

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Espresso on demand – and that’s not coffee!

Xerox has entered the 21st Century publishing game, reaching a joint selling and marketing agreement with On Demand Books– the company that makes the amazing Espresso Book Machine that can churn out a book in a few minutes. There are only 21 stores and libraries that currently have the machines, but through this agreement, you can bet you’ll see more of them. On Demand hopes to get 80 machines in the world by the end of 2011.

(via GalleyCat and @creativepenn)

The Espresso Book Machine

Google Earth across the Curriculum

Many teachers hear “Google Earth” and think it’s only something that social studies or geography teachers can use.

But, in fact Google Earth can be used across the curriculum. Thanks to Richard Byrne, Free Technology 4Teachers, for creating and sharing this document!

Watch out for the next instalment – Richard is working further on this. Follow Richard on Twitter to hear his alerts or add his blog to your RSS reader.

UPDATE: An alert on Facebook from Stephen Heppell pointed me to Google Earth Lessons. Thanks Stephen!

View this document on Scribd

Real and imagined ~ are the same!

Each school, each leadership team, each school library team and each teacher needs to learn how to restructure the core business of schooling in order to embrace learning in our changing online world.

We say this often and slowly the ship of state is turning ~ but fast enough for our students?

I came across two things today which brought a smile to my face. What we imagine is possible ~ is real these days!

Take a look at TechXav -  seems to be as professional a website as any you might come across….. by 11-15 year old students?

TechXav is a technology blog written by a group of young and zealous teens, ranging from the age of 11-15.

Wait – they’re even located around the world!!

Right – and imagine what they think of being shown a powerpoint! or opening a text book!

I also read a post by Will Richardson about phones and about the disruption they are already creating for most schools (high schools at least) and about the huge brain shift we’re going to have to through collectively to capture the potential for learning in our kids’ pockets. I love the video he shared as well!

Yes, we’re facing a huge challenge ~ much bigger than just the roll-out of laptops in our schools in NSW. It’s a fundamental, seismic shift that likely will swallow some education institutions.

So this little promo video shared by Will also bought a smile to my face.