Library Programs, Books Projects, and More

Here are a few ideas for what I want to accomplish this summer during the course to prepare for next year.

• First, get a solid curriculum plan like this one from Powell Co Schools (I currently use my Google Calendar):
• Skype an author - I think the kids would absolutely love this however it will require a lot of planning and preparation 
• Natalie Kinsey Warnock offers a new curriculum for learning local history through storytelling that I want to look into and our school has some money set aside for programs like this
•  Digital storytelling project 
• Google Earth Webquest for library (maybe students locate and do a small amount of research on famous libraries of the world)
  
• Wordle book ads - and other ideas from this Readingtech wiki:
• Use One True Media or Animoto to create the video/slideshow of this year’s Red Clovers, new books in the library, or DCF books to add to the library website - use this experience to do a project with students to create Book Trailers 
• Set up my 6th Grade class in Edu 2.0 or try a Thinkquest project
• I wanted to use VoiceThread for a poetry project this year, but there is a cost

Essential Questions and Research

I will always need to continue to work and develop my skills at getting students to ask better questions and use higher order thinking skills.  The essential question is about asking a deeper thinking question that constructs meaning for a researcher.  My favorite research theory/book is Guided Inquiry by Carol Kuhlthau.  Her research process focuses on how students need to connect their research to something that has meaning in their lives.  She also stresses the importance of assessing students during each stage of their research.  Using her theory, mixed with Jamie McKenzie's Research Cycle and The Big 6 (a more linear approach but still useful for organization), I developed a process for research.  However, I have struggled trying to include this approach with 4th grade.  I got about as far as the KWL chart and need to move on to finding an Essential Question.  I did have more success with an endangered animal research project with 6th grade, except I gave them their essential question, "what can you do to play a part in the future of your animal's survival?"  The other parts were the typical, "what is your animal's habitat," "provide a description of your animal," "what is their geographic range," etc.  All the students are most excited about how they can be involved in helping the future survival of something they care about.  In the future I would like to work at getting them to develop their own essential question.

The most challenging part of research is the stage of gathering, sifting and sorting information.  This is the frustration stage with any grade level because information may increase uncertainty, additional questions arise, and the focus of the research may change. 

It is also important for schools or school districts to work together to formulate a consistent research model throughout a students secondary education.

Overall, I am glad to be revisiting the topic of the research process because I often get caught up in tasks-at-hand and lose focus on why it is important that students learn and finding what sparks their interest in learning.

The Next 5000 Days

The Next 5000 Days of the Internet TED Talk video by Kevin Kelly (along with listening to a popular REM song) inspired the name of this blog.  Look how fast we got to where we are now.  Where are we headed in the next 5000 days?

What struck me the most about Kevin Kelly's "5000 Days" video was his point that we are all connected to one large machine, how large it is, how fast it developed, and how reliable it is.  Even though I knew the web was one entity I had never thought about how we are all participating into one large collective.  It does seem that we think we all have our own separate devices, yet we are all looking into the same machine. The theory that one day the power of the machine will exceed all human processing power is so interesting.

I agree with a lot of what Kelly thinks will happen in the next 5000 days.  We do embed materials into the digital world and it does seem that ultimately there will be one media platform.   Kelly says the machine will be smarter and more personalized and the price we will pay is complete transparency.  He compares it to the alphabet and writing, however they alphabet and writing never required that I share my information with the world.  Yes, it is like an organism or volvox, but it is not alive... yet?  The reliance on this one machine worries me.  You would guess I am concerned by the last 3 books that I recently added to my wishlist: 

I Know Who You Are and I Saw What You Did: Social Networks and the Death of Privacy by Lori B. Andrews 

The Filter Bubble: What the Internet Is Hiding from You by Eli Pariser and

 The Googlization of Everything: (And Why We Should Worry) by Siva Vaidhyanathan.

As for the future for my students I wonder if they really do have a choice about whether they contribute to social media.  Kevin Kelly says no.  What are their rights to privacy?  Will social media be the only way to communicate?  It is true that kids do not use email, they use text, Facebook, and Twitter.

Finally, will they have to rely on the machine for all their work? Probably.  If so, they still need to be information literate and I feel it is our responsibility to protect their right to intellectual freedom and to privacy of their identity.

Copyright in a Digital Age

After listening to Collette Vogele's podcast I was glad that I stressed to students the 4 points of fair use in my copyright lesson.  I summarized my thoughts and questions I had as they went through each point during the podcast.

Fair Use 1: What is the nature of the content - highly creative or more fact based?

Fair Use 2: How much of the content?  They mentioned there really is no 30 second rule time limit on audio? I knew though that I had heard this several times in library land so I looked it up.  Although it may not be part of the statute, it is frequently part of guidelines that get developed because the fair use terms are so general.  For example, it is mentioned here on the The University of Maryland website under guidelines of music and here on Cyberbee, a popular copyright curriculum for kids maintained by previous Ohio State University professors.  It is an answer for the question, "Does it matter how much of a song or video I use?"

Fair Use 3: What is the purpose and character of the use - is it transformative? I was glad to hear that linking to someone else's website is not infringing! Flickr is a great site to teach students how to attribute rights to their own works and I wanted students to publish their digital image project we did and give their image rights but Flickr is blocked. I still have a question about people posting Youtube videos on FB is this copyright infringement?   

Also, in the podcast they mentioned that if you take the photo then you own it.  However, what if you take a photo of someone else's creative work and don't give it attribution?  What if you do attribute it? For example, here is a photo I have of my Uncle Hank's painting:

.. well I attributed it to him.  This was one of my favorite paintings at my grandmother's when I was growing up.


Fair Use 4: What effect does it have on the market?  The example of thumbnail images was a good example of how easily gray areas can arise in the fair use statute. A thumbnail image may not harm the market for selling high quality photos, however it may harm a market for selling images that people want to view on their cell phones.

I also taught my students  that as soon as they have created something reproducible it is copyrighted and protected by default.  They loved this, and I showed them how creative commons is built on this.


Finally, I don't think people realize how important laws like the Digital Milllennium Copyright Act not only effect our rights to our own work and to using other's works, but their outcomes are also relevant to protecting our intellectual freedom and our right to free speech.

 

Flipped Teaching

I am interested in trying a flipped approach with some content to teaching technology next year.  I could try flipping instruction when students learn a new program such as Windows Movie Maker.  This could be a great example where they can watch a video outside of class so when it is time to work in class they have been exposed to the material.  I am not sure I could find a tutorial using Windows Movie Maker that includes an interactive assessment of using it.  Although we have several students with no computers and/or no internet I would help them find time at school to watch the videos.  I haven’t made any video tutorials yet and would like to start using Jing.  I also have no experience recording myself with a webcam and would like to push myself to try these tools. I also discovered the new Qwiki tool to create content.  It looks like something I may be able to have students use, too.  They are in trial stage at this point.

Blogs for Schools

Blogs are great tools for practicing writing and excellent resources for classrooms.  Kids get excited about blogging because they can express themselves creatively.  I am new to blogging and created one once before for a course but never posted after that.  I set up a blog roll on this blog so you can see some of my favorite blogs.  I have not used blogs with students yet but would like to start using them to practice creative and persuasive writing, and the peer review process. 

The best thing about blogs and what is great about them for student use is that they are a form of personal expression.  This is why I find it challenging for myself because I am shy at personal expression, however I like that they are forcing me to express myself. 

Funny when I asked my son about some different names of a blog, he would say "No, mom.  That's not a good name, who would search that."  I thought it was interesting that he knew intuitively growing up in a digital world that if  you want to be effective publishing content on the web then make sure the search engine will find it.