tag:blogger.com,1999:blog-76447448075814316312024-03-19T14:59:01.674-05:00CRobi BlogAn Exploration of Teaching, Learning and LeadingChristine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.comBlogger61125tag:blogger.com,1999:blog-7644744807581431631.post-7795773563090591962014-02-13T15:17:00.003-06:002014-04-16T21:11:14.808-05:00Why I Quit Twitter<span style="font-family: Calibri;">I joined Twitter what seems like a very long time ago, but
was actually only just 2011.<span style="mso-spacerun: yes;"> </span>I joined
not for the same reasons all my friends were joining: <span style="mso-spacerun: yes;"> </span>to follow celebrities, keep up to date on all
the gossip, share ridiculous pictures <span style="mso-spacerun: yes;"> </span>and tell the world about my incredibly inane
and boring life in 144 characters or less (I figured<span style="mso-spacerun: yes;"> </span>I was already doing most of that on Facebook).<span style="mso-spacerun: yes;"> </span><o:p></o:p></span><br />
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<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: Calibri;">I joined because I wanted to harness the power of Twitter
for my own professional learning and knew from the classes I had taken for my MEd
that it could be a powerful tool in that capacity. In fact, I had even promoted
Twitter with my colleagues as a great tool for connecting with people. I even
wrote an </span><span style="color: blue; font-family: Calibri;"><a href="http://avisionofthefuture.wikispaces.com/A+Day+in+the+Life+of+a+TL" target="_blank">assignment for school</a></span><span style="font-family: Calibri;"> which was later adapted for an article in the Manitoba School
Library Association Journal about an imagined, yet utopian, day in the life of
a teacher-librarian as seen through her tweets. (Aside: Upon revisiting that
article, I realize the future I imagined is happening NOW in some schools!!)</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: Calibri;">So I signed up for an account, connected it to my “professional
blog” (which really just has a copy of my Masters capping paper on it and
nothing else) and starting following some people. I was careful to follow
people I respected and admired in the field of education, “gurus” you might
say.<span style="mso-spacerun: yes;"> </span>I was determined to keep this
Twitter thing a serious business. </span></div>
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<span style="font-family: Calibri;">I followed about 30 people. Eventually I had 4 followers
(which I was completely thrilled about!)</span></div>
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<span style="font-family: Calibri;">I checked back regularly.</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: Calibri;">I tried to be engaged. </span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: Calibri;">I tried to keep up.</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: Calibri;">I wanted to post things, but always felt a little unsure if
what I had to say was of any value.</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: Calibri;">I didn’t know the lingo (What does RT mean? What does ICYMI
mean? What the heck is NSFW?)</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: Calibri;">I couldn’t figure out what the heck the big deal was
with hashtags. (Although <a href="http://www.youtube.com/watch?v=57dzaMaouXA" target="_blank">this</a> is hilarious!)</span></div>
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<span style="font-family: Calibri;">I started to feel a little overwhelmed.</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: Calibri;">I started to feel annoyed that this amazing tool wasn’t
doing for me what I had been told it would do!</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: Calibri;">Eventually I stopped checking, deleted the app from my phone
and forgot about my account. I used the typical excuses: “Too time consuming,” “Nothing
of value,” “I’m already online too much anyway,” “How on earth would I use this
with students?” etc. etc. etc.</span></div>
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<span style="font-family: Calibri;">In all honesty, I really had no idea what I was doing.<span style="mso-spacerun: yes;"> </span>That’s why I quit Twitter.<span style="mso-spacerun: yes;"> </span>But it’s not the only reason, and it’s certainly
not the most important reason.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: Calibri;"><strong><span style="font-size: large;">A Confession About Feeling Inadequate:</span></strong></span></div>
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<span style="font-family: Calibri;">This is a feeling that I fear is far more pervasive among
teachers, but no one would dare admit it: </span></div>
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<span style="font-family: Calibri;">I felt completely inadequate to be engaging in professional
discourse with all the amazing educational professionals online. <span style="mso-spacerun: yes;"> </span>What could I possible offer them? No one will
want to follow me. </span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: Calibri;">I let the vastness and intense interconnectedness on Twitter
intimidate me into submission. I slid into that dreaded territory of self-doubt
and that was the end of my Twitter life.<span style="mso-spacerun: yes;"> </span>Granted
there were other things going on in the real world at the time that added to my
growing sense of professional inadequacy, but it became an infection I couldn’t
shake in my virtual life and my real life.<span style="mso-spacerun: yes;">
</span></span></div>
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<span style="font-family: Calibri;">If you know me personally, you may be surprised by my
confession. I am considered (I think) to be a pretty confident, assertive (sometimes
outspoken), honest, outgoing person. Many people come to me for advice, with
questions and to bounce ideas off of. I have been providing PD for the teachers
at my school and my fellow teacher-librarians for years. But for some reason I
just didn’t think I had anything to share in that vastest of places: the
Internet. Even as I write this I know that last statement is a preposterous one
if you consider the number of blogs, wikis, lessons and PD I’ve contributed to
(although probably not well known or well circulated . . . see there’s that
little bit of inadequacy still rearing its ugly head!)</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: Calibri;">But if I felt (or still feel sometimes?) inadequate in
sharing online, then how do other teachers who are far less tech savvy, far
less brave, far less self-assured, far less honest with themselves and far less
willing to put themselves out there in the world feeling about this new (not so
new!) age we teach in? </span></div>
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<span style="font-family: Calibri;">If I’ve learned anything from my reflections on this it is
the following:</span></div>
<div class="MsoListParagraphCxSpFirst" style="margin: 0cm 0cm 0pt 20.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: Calibri;">Teachers need more than a cursory PD on a tool.
Even if they don’t think they need it. Or complain about how it was “too much
time spent” on one tool.<span style="mso-spacerun: yes;"> </span>If we don’t
know how to use it properly, we won’t use it at all.<o:p></o:p></span></div>
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<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 20.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: Calibri;">To all teachers everywhere: You have something
to add. Your voice, your knowledge and your ideas have value. Someone somewhere
needs you to share your insights! You are more than adequate!<o:p></o:p></span></div>
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<div class="MsoListParagraphCxSpLast" style="margin: 0cm 0cm 10pt 20.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">3.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: Calibri;">If at first you don’t succeed, try try again</span></div>
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<span style="font-family: Calibri;">And with that reverberating in my head I have Resurrected my
Twitter life and am absolutely loving everything I’m finding there. </span></div>
<span style="font-family: "Calibri","sans-serif"; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-CA; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">With a special shout out to <a href="http://georgecouros.ca/blog/" target="_blank"><span style="color: blue;">George Couros</span></a> for his recent PD in
Winnipeg that made me realize I had given up too soon and that I DO have a lot
to offer!</span>Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com0tag:blogger.com,1999:blog-7644744807581431631.post-90746361000099305412011-03-01T18:59:00.001-06:002011-03-01T18:59:55.278-06:00Did You Know 4.0!This is interesting. It's already old, but I just saw it and wanted to blog it!<br />
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<div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/6ILQrUrEWe8?feature=player_embedded' frameborder='0'></iframe></div>Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com1tag:blogger.com,1999:blog-7644744807581431631.post-71514795422027948722010-07-26T15:46:00.005-05:002010-10-27T18:21:47.026-05:00Booktrailer: Fire by Kristin CashoreHello All, see my booktrailer below. References are listed below the embedded video.<br />
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<object classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" height="240" id="vp1Mh5eT" width="432"><param name="movie" value="http://static.animoto.com/swf/w.swf?w=swf/vp1&e=1280176942&f=Mh5eT70GLidcxcTJ2WEvPA&d=167&m=b&r=w&i=m&options="></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed id="vp1Mh5eT" src="http://static.animoto.com/swf/w.swf?w=swf/vp1&e=1280176942&f=Mh5eT70GLidcxcTJ2WEvPA&d=167&m=b&r=w&i=m&options=" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="432" height="240"></embed></object><br />
Create your own <a href="http://animoto.com/">video slideshow</a> at animoto.com.<br />
<br />
Music and video editing from <a href="http://animoto.com/">ANIMOTO.com</a><br />
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<br />
Image Credits (in order of appearance):<br />
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Fire US cover<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-WngcI-N2pmq21qqybiiSso-xaxH_jIUW-IEVoZTpbkIwN77OZypJvTemK5BG69kAP2OcL2DpZXe-j5OuTFPrXJE_KFvle0tNv3Otw1SKfhgf-wViO6bfL805vbhp6dNbGtfct1KHlC6P/s1600/Fire+NYT+bestseller+Dial+for+blogger.jpg">https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-WngcI-N2pmq21qqybiiSso-xaxH_jIUW-IEVoZTpbkIwN77OZypJvTemK5BG69kAP2OcL2DpZXe-j5OuTFPrXJE_KFvle0tNv3Otw1SKfhgf-wViO6bfL805vbhp6dNbGtfct1KHlC6P/s1600/Fire+NYT+bestseller+Dial+for+blogger.jpg</a><br />
<br />
Fire UK cover: <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh35d5vX6XMxFQzvs5IzaOUfiurDFOBvSylDgbXjiQG81Vzu0waWJiwdEDAv686PDsKmK2trQh27J6eAcbpxi39ET5eCuAauo55zOv7Iv5CkUc6yLWM6-CjC-s39pQGSwPuHHrezhlEeJUo/s1600/Fire+Gollancz+for+blogger.jpg">https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh35d5vX6XMxFQzvs5IzaOUfiurDFOBvSylDgbXjiQG81Vzu0waWJiwdEDAv686PDsKmK2trQh27J6eAcbpxi39ET5eCuAauo55zOv7Iv5CkUc6yLWM6-CjC-s39pQGSwPuHHrezhlEeJUo/s1600/Fire+Gollancz+for+blogger.jpg</a> <br />
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Both Covers retrieved from Kristin Cashore’s Cover Gallery at <a href="http://kristincashore.blogspot.com/2008/02/my-cover-gallery.html">http://kristincashore.blogspot.com/2008/02/my-cover-gallery.html</a><br />
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“Eye Stock V” by SilaynneStock retrieved from <br />
<a href="http://silaynnestock.deviantart.com/gallery/#/d235nlp">http://silaynnestock.deviantart.com/gallery/#/d235nlp</a><br />
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“Night Warrior” by PersephoneStock retrieved from: <a href="http://persephonestock.deviantart.com/gallery/#/d1lfa7c">http://persephonestock.deviantart.com/gallery/#/d1lfa7c</a><br />
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“Black Dark Fantasy Warrior” retrieved from <br />
<a href="http://dark.pozadia.org/wallpaper/Black-Dark-Fantasy-Warrior/">http://dark.pozadia.org/wallpaper/Black-Dark-Fantasy-Warrior/</a><br />
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“A Nobel Man”by Paul of <a href="http://www.pbase.com/paul42/scarborough">Photography on the Run</a> retrieved from <br />
<a href="http://atistatplay.deviantart.com/gallery/#/d11z8ei">http://atistatplay.deviantart.com/gallery/#/d11z8ei</a><br />
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“Searching For His Lady Fair” by atistatplay retrieved from <br />
<a href="http://atistatplay.deviantart.com/gallery/#/d13v13q">http://atistatplay.deviantart.com/gallery/#/d13v13q</a><br />
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“Castle Stock Premade Back 1” by devdemoncherrystock retrieved from <br />
<a href="http://demoncherrystock.deviantart.com/gallery/#/d13crhc">http://demoncherrystock.deviantart.com/gallery/#/d13crhc</a><br />
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“Shadow Messenger Original” retrieved from<br />
<a href="http://www.myhdwallpapers.net/wallpapers/Shaddow-messanger-original.jpg">http://www.myhdwallpapers.net/wallpapers/Shaddow-messanger-original.jpg</a><br />
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“A Knights Quest” by atistatplay retrieved from <br />
<a href="http://atistatplay.deviantart.com/gallery/#/dw6fds">http://atistatplay.deviantart.com/gallery/#/dw6fds</a><br />
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“Fire letters HD F” retrieved from<br />
<a href="http://www.phombo.com/art-photography/fire-letters-hd-a-f/397157/popular/">http://www.phombo.com/art-photography/fire-letters-hd-a-f/397157/popular/</a><br />
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“Fire Letter I Wallpaper” retrieved from<br />
<a href="http://www.zedge.net/wallpapers/3958002/fire-letter-i-wallpaper/">http://www.zedge.net/wallpapers/3958002/fire-letter-i-wallpaper/</a> <br />
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“Fire Letter R” retrieved from <a href="http://abstract.desktopnexus.com/get/251481">http://abstract.desktopnexus.com/get/251481</a> <br />
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“Fire Letter E Wallpaper” retrieved from<br />
<a href="http://www.zedge.net/wallpapers/3957983/fire-letter-e-wallpaper/">http://www.zedge.net/wallpapers/3957983/fire-letter-e-wallpaper/</a> <br />
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“Mixed Fire 017” (hand) retrieved from <a href="http://images3.vnwallpapers.com/download/1024/Mixed_Fire/017.jpg.html">http://images3.vnwallpapers.com/download/1024/Mixed_Fire/017.jpg.html</a> <br />
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Award Links:<br />
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2010 Amelia Elizabeth Walden Award: <a href="http://www.alan-ya.org/2010/07/2010-amelia-elizabeth-walden-award-winner-finalists-announced/">http://www.alan-ya.org/2010/07/2010-amelia-elizabeth-walden-award-winner-finalists-announced/</a><br />
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Cyblis 2009: <a href="http://dadtalk.typepad.com/cybils/2010/02/the-2009-cybils-winners.html">http://dadtalk.typepad.com/cybils/2010/02/the-2009-cybils-winners.html</a> <br />
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SLJ Best Books 2009: <a href="http://www.schoollibraryjournal.com/article/CA6708210.html">http://www.schoollibraryjournal.com/article/CA6708210.html</a> <br />
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Kirkus Best YA Book of 2009: <a href="http://kristincashore.blogspot.com/2008/02/praise-for-fire.html">http://kristincashore.blogspot.com/2008/02/praise-for-fire.html</a><br />
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ALA Best Books 2010: <a href="http://www.ala.org/ala/mgrps/divs/yalsa/booklistsawards/bestbooksya/bbya2010.cfm">http://www.ala.org/ala/mgrps/divs/yalsa/booklistsawards/bestbooksya/bbya2010.cfm</a><br />
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Christine :)Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com2tag:blogger.com,1999:blog-7644744807581431631.post-76076648153891457302010-07-18T17:25:00.001-05:002010-07-18T17:27:51.522-05:00Quentin Blake: Glogster PosterThe following 6 blog posts (7 including this one) constitute the "written" version of an assignment I did for EDES 501: Recourses for Children and Youth. This assignment was a critical review of a children's book illustrator and I did mine on Quentin Blake.<br />
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Click <a href="http://mrscrobinson.glogster.com/quentin-blake/">here</a> to see the Glogster poster I created: <br />
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Christine :)Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com0tag:blogger.com,1999:blog-7644744807581431631.post-40630823797886363622010-07-18T17:21:00.000-05:002010-07-18T17:21:41.475-05:00Biographical Background on Quentin Blake (Podcast)Quentin Blake was born in 1932 in Sidcup in Kent and started drawing when he was a young child as most of us did (Blake, 2008, Meet Quentin Blake, ¶ 1 & 9 ). As a young teen, Blake was inspired to submit drawings to the publication Punch by his Latin teacher’s husband, who was also an artist and a man he looked up to (Jefferies, 2007). When Quentin Blake was 16 years old one of his illustrations was accepted by Punch and he became a published illustrator. Later, although he loved drawing and was making a meagre living at it, he decided to attend Downing College at Cambridge to study English rather than study art. “I knew I wanted to be an artist and that I would have to train, but I thought that if I went to art school I would never go to a university, whereas if I did go to university I would still have the option of doing art," Blake notes to interviewer Stuart Jefferies in an article that appeared in the Guardian in 2008. After he finished at Cambridge he went to London University where he studied Education for a year. It was only after this that he enrolled at Chelsea school of Art and began to study art. <br />
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Quentin Blake has managed to keep his private life private and all that is really know about his personal life is that he never married and never had children of his own. He says, “I tend to approach the subject of children's books as a teacher rather than a parent. In other words, I try to identify with the children in the books rather than look upon them as a benevolent adult,” (Jefferies, 2007)<br />
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He began illustrating children’s books when he convinced his friend John Yeoman to write a book so that he could illustrate it (Blake, 2008, Meet Quentin Blake, ¶ 14). Throughout his career as an illustrator Blake also taught at the Royal College of Art and was head of the Illustration Department from 1978 to 1986 (Blake, 2008, Biography, ¶ 2). In 1968, Patrick was published, which was Quentin Blake’s first children’s book that he both wrote and illustrated. He wrote this book so that he could incorporate colour into his illustrations because prior to that he was seen as a black and white illustrator (Blake, 2008, Meet Quentin Blake, ¶ 15). <br />
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Quentin Blake has written or illustrated over 300 books, 323 to be exact, for adults and children and has formed lasting and memorable partnerships with, authors such as John Yeoman, Joan Aiken, Russell Hoban, Michael Rosen and of course Roald Dahl (Blake, 2008, Biography ¶ 3) . Blake first met Roald Dahl in 1975 when he was commissioned to work on the Enormous Crocodile, leading to many other famous collaborations including The BFG. To see a complete bibliography of works illustrated or written by Quentin Blake go to <a href="http://www.quentinblake.com/books/search.php">http://www.quentinblake.com/books/search.php</a> .<br />
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In his work as an illustrator he has received many awards and honours including the “Kate Greenaway Medal (1980) and the Red House Children's Book Award (1981) for Mister Magnolia; the Kurt Maschler Award (1990) for All Join In; the Bologna Ragazzi Prize (Italy) and the Nestlé Smarties Book Prize (Bronze Award) (both 1996) for Clown; and the Kurt Maschler Award and Nestlé Smarties Book Prize (Bronze Award) (both 1998) for The Green Ship,” (The Children’s Laureate, 2008, ¶ 5). In 2002 he was awarded the Hans Christian Anderson Award for Illustration. Blake has also been recognized by both Great Britain and France. He was awarded the Officer of the Order of the British Empire (OBE) in 1988 and the Commander of the Order of the British Empire (CBE) in 2005 (Children’s Laureate, 2008, ¶ 7 & 13). He also received “the 'Chevalier des Arts et des Lettres' [from] the French Government for services to literature and in 2007 he was made Officier in the same order,” (Blake, 2008, Biography, ¶ 5). In 1999 Blake was chosen as the first Children’s Laureate and has since been employed as an exhibition curator for many museums including the National Gallery and the British Library (Blake, 2008, Biography, ¶ 4). He still illustrates children’s books, his most recent collaboration being Mustard, Custard, Grumble Belly and Gravy by Michael Rosen, which was published in 2006.Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com0tag:blogger.com,1999:blog-7644744807581431631.post-64989543153196709612010-07-18T17:19:00.000-05:002010-07-18T17:19:55.056-05:00Selected Works (Script Video #1)Why did I choose Quentin Blake and Selected Works (video #1)<br />
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I was first introduced to the illustrations of Quentin Blake in grade 5 when my teacher, Mr Faris read The BGF by Roald Dahl aloud to my class. I remember thinking how perfectly the pictures represented the story and how there seemed to be a picture in all the right spots in the book and how the BFG looked exactly like my grandfather, which is how I had imagined he would look! It is only now, as an adult, that I realize it is a bit unusual for a novel to be illustrated in way that The BFG was. <br />
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I suppose then I chose Quentin Blake out of a sense of nostalgia having grown up with Roald Dahl’s strange stories always accompanied by Blake’s unique illustrations. Whether it was when the BFG and Sophie spluttered while eating a snozzcumber, the close up of Mr. Twit’s beard, the Prince cutting off the evil stepsister’s head or Little Red Riding Hood walking off in a wolf-skin coat, Quentin Blake’s distinct style just seems to naturally suit Dahl’s sarcastic, witty dark sense of humour. <br />
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Other selected works of Quentin Blake’s that I have come to love from my years reading Roald Dahl books are The Magic Finger, Esio Trot, The Giraffe, The Pelly and Me, George’s Marvelous Medicine, Boy, The Vicar of Nibbleswicke and of course there are many others. Recently I have come to know Loveykins and Mrs. Armitage: Queen of the Road both of which are written and illustrated by Quentin Blake and Tell Me a Picture and Magic Pencil which are both non-fiction books to which Quentin Blake selected and/or contributed artwork. These last two are really about the importance of art and of children’s book illustrations as a form of art.<br />
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This assignment has been very entertaining for me, since I hadn’t previously known that Quentin Blake both illustrated for authors other than Roald Dahl and was himself a writer/illustrator. I have been able to once again enjoy Blake’s work as I did as a child and I have gotten to know (and love) his greater body of work. The one thing I learned about Quentin Blake that I especially love is his tireless advocacy for the inclusion of art in a child’s life. Not only is this evident in the books Tell Me a Picture and Magic Pencil but it is especially evident in his work during and after being named the first Children’s Laureate in 1999. He discusses much of this work on his website in the “Meet Quentin Blake” section. <br />
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Blake has also done some unexpected illustrations including an illustrated version of Charles Dickens’ A Christmas Carol, an illustrated version of George Orwell’s Animal Farm and a book by Dr. Seuss called Great Day for Up.<br />
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That concludes the selected works portion of the assignment. Next please proceed to the video below for my critical review where you will get to glimpse some of Blake’s illustrations in The BFG.Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com0tag:blogger.com,1999:blog-7644744807581431631.post-62959297294598713562010-07-18T17:17:00.001-05:002010-07-18T17:18:34.476-05:00Critical Review of Quentin Blake (Script Video #2)Critical Review of the Illustrations in The BFG (video #2)<br />
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Quentin Blake uses a painterly technique where he combines ink and water colour. His process is somewhat unique, as he uses a light box to help him create his finished illustrations, something that used to be looked down upon by other artists. He describes the process like this:<br />
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“I do a free-wheeling sort of drawing that looks as if it has been done on the spur of the moment, although in reality it's not quite like that. I start with lots of roughs - some of which turn out to be quite close to the finished drawing, and some of which are discarded . . . For about twenty years I've used a lightbox, which I find really useful. On the light box I put the rough drawing I'm going to work from, and on top of that, a sheet of watercolour paper. Ready to hand is a bottle of waterproof black ink and a lot of scruffy looking dip pens. What happens next is not tracing; in fact it's important that I can't see the rough drawing underneath too clearly, because when I draw I try to draw as if for the first time; but I can do it with increased concentration, because the drawing underneath lets me know all the elements that have to appear and exactly where they have to be placed,” (Blake, 2008, Illustrating a Book, ¶ 5 & 6).<br />
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Blake uses this light box method to both apply his water proof ink and his water colour paint. If you’d like to learn more about his technique or see him in action I would encourage you to click on the link “Quentin Blake in Action!” at the bottom of this Glogster poster (or go directly there by clicking here). <br />
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It is Blake’s style of “free-wheeling” drawing with ink and then soft overlays of watercolour that make his illustrations so utterly unique, being instantly recognizable to most people who have only read a single children’s book illustrated by him. <br />
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When analysing Blake’s work for the elements and principles of art, it is easy enough to pick out the two strongest: that of line and texture. Blake uses line to convey movement and whimsy as well as spontaneity and drama. About his own drawing he says,<br />
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“What I want to convey is movement and gesture and atmosphere. I like drawing anything that is doing something . . . I don’t draw from life. I draw as though I’m trying to capture something that isn’t there,” (Jefferies, 2008), and “I came upon the possibilities of spontaneity . . . That kind of drawing is the basic act that for me makes illustration so attractive,” (Rose, 2002, p. 50). <br />
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This spontaneity is evident in his illustrations and helps to shape the feelings of whimsy and movement from his characters. There are two wonderful examples of how he uses line to portray these elements he sees as vital. The first is the drawing that shows the BFG eating a snozzcumber on page 52. You can actually visualize the movement of the BFG as he convulses and gags. The lines on his face clearly illustrate his disgust for the vile vegetable and the fact that his body is leaning back gives one the impression that he is about to spit the morsel out with a violent hack. The minute details of the tiny bits of spittle and Sophie’s petite body running for cover add to the hilarity of the illustration and support the text in a magical way. The second example of Blake’s use of line is the illustration showing the BFG catching dreams on page 83. The very idea of catching dreams brings to mind a whimsical and light-hearted activity, which Blake easily portrays with squiggly lightly drawn and thin barely there lines. It is clear that when Blake needs to portray a light mood, he relies on line to do most of the work. This is in contrast to his use of shading with gray scale water colours which he uses to portray more serious and scary moods and moments. <br />
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Since most of his illustrations for The BFG are black and white, colour plays only a significant role in the cover illustration (seen on the right side of this Glogster poster). However the translation of watercolours to black and white adds a beautiful gray scale depth to the texture of the illustrations. When one looks at the cover art for The BFG, one realizes that, as in most of his other coloured artwork, Blake seems to be intuitively good at knowing just where to make the colours darker or more faint adding to the sense of texture that many other more classically famous water colour artists achieve. Shadows and shading are well placed; there are appropriate shadows of the rocks and of Sophie on the BFG’s hand and the light airy pink of the background gives the scene depth and the reader a sense that the BFG is friendly and kind. It should be noted that colour does play quite a significant role in many other works by Quentin Blake, even though his use of colour is limited in this book.<br />
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As I said a moment ago, the shading effect of the water colours when translated into black and white provides a unique texture and strength to the illustrations. One specific example s of this is when Sophie first sees the BFG in the shadows on page 14. Sophie’s first glimpse of the BFG is while he is skulking about. The illustration is dark and the reader can barely make out a figure standing in the shadows. This is exactly how Sophie is described as seeing the being and by incorporating the dark shadows into this illustration, the reader is directly transported into the narrative and begins to experience the book from within, with a front row seat, as Sophie does. Another example of this texture in Blake’s work is when the helicopters are lowering Fleshlumpeater into the pit on page 200. This is interesting not just for the shading in the pit, getting ever darker as the pit gets deeper, but more so for the illusion of movement the water colour shadow gives to the helicopter blades. <br />
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When analysing Blake’s illustrations in The BFG it’s easy to think about composition because of Blake and Dahl’s attention to the details of layout, design and placement of the illustrations within the text. This is done so well in the book, that one forgets that the text and illustrations are actually separate. The effect is that the reader feels these illustrations are a part of the story rather than about the story. Quentin Blake talks of tirelessly planning the layouts of book illustrations so that this very effect is achieved saying <br />
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“I like organising a book, which means that I often have to reconcile spontaneous drawing with quite a high level of planning . . . disposing the pictures properly so that they can help each other and make a sequence,” (Rose, 2002, p. 50) and “I try to get as close to what the writer intended as possible - to get on their wavelength. The text, not the pictures, must lead the way. Sometimes, though, the pictures come first. Often, in fact, the shrewd writer has already incorporated moments which ask to be illustrated,” (Blake, 2008, Illustrating a Book, ¶ 2 & 3). <br />
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There are actually many excellent examples of how composition is used in The BFG, if you take a moment to really look and think about the drawings and text and how they interact. The book includes full page illustrations such as those on pages 27, 56, 167 and 169, half page illustrations such as those on pages 49 and 185, small vignettes scattered throughout the text, a great example of which is when Sophie is reading the labels on all the dream jars on pages 110 and 111, and illustrations that spread across two pages. <br />
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Often the full page illustrations complement or belong together with another half page illustration on the facing page, as if they really make up different components of a single illustration and the text was simply put into the intervening spaces. This use of composition gives the reader a sense of moving the story along from page to page. One specific examples of this includes when Sophie first meets The Queen on pages 152 and 153. On the first page’s illustration located at the top of the page, Sophie sits on the window sill as a maid looks astonished to find her there. On the facing page’s illustration located at the bottom of the page The Queen looks up towards the illustration of Sophie and it is not hard to imagine that you are seeing two things that are happening at once during the same “scene” in the book. Interestingly, Blake manages to draw in his distinct style, yet still make The Queen appear regal and distinguished in every appearance. Another fantastic example of this interplay between illustrations is when The Queen has breakfast with Sophie and the BFG on pages 168 and 169. Again the two illustrations play off of each other as the Queen and Sophie look up towards the BFG and he looks down towards them. Finally a third example of this is when the BFG is giving advice to the ‘Head of the Army’ and the ‘Head of the Air Force’ about how to capture the mean giants on pages 178 and 179. The BFG sits atop the right page waving his hands about while the army and air force men stand with the Queen on the bottom of the left page looking up at the BFG with a look of bewilderment. These last two examples also show the size difference between the BFG and the people, since they are always looking up at him from below, thus enforcing the physical characteristics of the BFG throughout the novel. <br />
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Many of the illustrations that are spread out over two pages (two pages one drawing) give the reader a sense of moving along through the story, of quickening the pace or of the action of the moment. This is especially evident when the BFG has just snatched Sophie and he is running home. We don’t know if he is good or bad and the illustration across pages 18 and 19 shows him bounding over land as though flying through the air with his cape flowing behind. Blake also uses colour and texture here to show the situation is potentially ominous. The character is coloured darkly and there is a stern look upon his face. This illustration adds much to the tension of the moment and in my opinion persuades the reader to read on to find out what happens next. This illustration is an excellent “hook” into the meat of the novel. Another example of this sense of moving the story along through double page illustrations appears when the BFG is caught by the other giants. They bully the BFG and the illustration that is spread across these pages gives the reader the distinct impression that the poor BFG has been tossed from page 74 to page 75 and that he is about to be tossed back again. This illustration cleverly shows a tossing motion from left to right, encouraging the reader to turn the page and continue on to find out what happens. <br />
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In my opinion the illustrations of Quentin Blake are what made The BFG the classic it is today. His ingenuity at depicting the quirky fanciful characters of Roald Dahl’s through his use of line, texture and shading and his composition talent in putting the pictures just where they need to be add to the enjoyment of the novel and enhance the reading experience. Quentin Blake’s illustrations of Dahl’s work flawlessly depict both the whimsical aspects of Dahl’s characters and the hilarity and absurdity of the narrative. In fact, I feel that Dahl’s eccentric narrative could not have been more aptly captured by anyone other than Quentin Blake.Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com0tag:blogger.com,1999:blog-7644744807581431631.post-57069134300194728722010-07-18T17:15:00.000-05:002010-07-18T17:15:55.237-05:00References for Critical Review Video<strong>All scanned images in this video are from the following book:</strong><br />
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Dahl, R. & Blake, Q. (Illus.). (2007). The BFG. New York: Puffin.<br />
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<strong>Images obtained through the internet are credited as follows:</strong> <br />
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Self Portrait Illustration: Image retrieved from <a href="http://webofstories.com/play/16711">http://webofstories.com/play/16711</a> <br />
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Blake in his studios: Image Retrieved from <a href="http://www.telegraph.co.uk/news/3093814/Quentin-Blake-I-dont-feel-I-fit-in-any-age-group.html">http://www.telegraph.co.uk/news/3093814/Quentin-Blake-I-dont-feel-I-fit-in-any-age-group.html</a> <br />
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The BFG and Sophie: Image retrieved from <a href="http://www.show.me.uk/site/news/STO1086.html">http://www.show.me.uk/site/news/STO1086.html</a> <br />
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Blake in a dark jacket: Image retrieved from <a href="http://www.bbc.co.uk/cumbria/content/image_galleries/quentin_blake_launch_gallery.shtml">http://www.bbc.co.uk/cumbria/content/image_galleries/quentin_blake_launch_gallery.shtml</a> <br />
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Cover Illustration of The BFG: Image retrieved from <a href="http://www.vam.ac.uk/moc/images/image/48918-popup.html">http://www.vam.ac.uk/moc/images/image/48918-popup.html</a><br />
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Illustration of Blake and Dahl: Image retrieved from <a href="http://flipsidefinds.blogspot.com/2009_11_01_archive.html">http://flipsidefinds.blogspot.com/2009_11_01_archive.html</a> <br />
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Blake with gold: Image retieved from <a href="http://www.800.cam.ac.uk/page/47/quentin-blake.htm">http://www.800.cam.ac.uk/page/47/quentin-blake.htm</a> <br />
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Music is credited as follows:<br />
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Friendly Day by Kevin MacLeod retrieved from: <a href="http://incompetech.com/m/c/royalty-free/index.html?feels%5B%5D=Humorous&Search=Search">http://incompetech.com/m/c/royalty-free/index.html?feels%5B%5D=Humorous&Search=Search</a> <br />
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Doh De Oh by Kevin MacLeod retrieved from: <a href="http://incompetech.com/m/c/royalty-free/index.html?feels%5B%5D=Humorous&Search=Search">http://incompetech.com/m/c/royalty-free/index.html?feels%5B%5D=Humorous&Search=Search</a> <br />
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Breaktime by Oh by Kevin MacLeod retrieved from: <a href="http://incompetech.com/m/c/royalty-free/index.html?feels%5B%5D=Humorous&Search=Search">http://incompetech.com/m/c/royalty-free/index.html?feels%5B%5D=Humorous&Search=Search</a><br />
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All illustrations contained in this video were created by <br />
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Quentin Blake and are thus copyrighted by Quentin Blake.Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com0tag:blogger.com,1999:blog-7644744807581431631.post-8096860097397806012010-07-18T17:12:00.000-05:002010-07-18T17:12:34.442-05:00Other Selected WorksAlthough many of these were not mentioned in my assignment I wanted to include a list of some other selected works either written or illustrated by Quetin Blake.<br />
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<strong>Selected</strong> <strong>Nonfiction:</strong><br />
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The Laureate’s Party (2000) by Quentin Blake<br />
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Words and Pictures (2000) by Quentin Blake <br />
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Tell Me a Picture (2001) Quentin Blake<br />
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Laureate’s Progress (2002) by Quentin Blake<br />
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Magic Pencil: Children’s Book Illustration Today (2002) Selected by Quentin Blake, Introduction by Blake <br />
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<strong>Selected Children’s books written and illustrated by Blake:</strong><br />
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Mister Magnolia (1980) by Quentin Blake<br />
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Simpkin (1995) by Quentin Blake<br />
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Clown(1998) by Quentin Blake (This is a wordless picture book!)<br />
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The Green Ship (2000) by Quentin Blake <br />
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Fantastic Daisy Artichoke (2001) by Quentin Blake <br />
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Loveykins (2002) by Quentin Blake<br />
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Mrs Armitage: Queen of the Road (2003) by Quentin Blake<br />
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<strong>Selected Titles Written by Roald Dahl and Illustrated by Quentin Blake:</strong><br />
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The Enormous Crocodile (1978) Blake’s first collaboration with Dahl began in 1975<br />
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The Twits (1980)<br />
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George’s Marvelous Medicine (1981)<br />
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The BFG (1982)<br />
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Revolting Rhymes (1982)<br />
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Boy (1984)<br />
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The Giraffe and the Pelly and Me (1985)<br />
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Esio Trot (1990)<br />
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The Vicar of Nibbleswicke (1991)<br />
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Charlie and the Chocolate Factory (1998)<br />
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The Magic Finger (1998)<br />
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Charlie and the Great Glass Elevator (2001)<br />
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<strong>Selected Titles of Other Books Illustrated by Quentin Blake:</strong><br />
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Great Day for Up (1974) by Dr. Seuss<br />
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Joseph and the Amazing Technicolor Dreamcoat (1982) by Tim Rice and Andrew Llyod Webber<br />
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Animal Farm: a Fairy Story (1984) by George Orwell <br />
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Sad Book (2004 )by Michael Rosen<br />
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The Rights of the Reader (2006) by Daniel Pennac (translated by Sarah Adams)<br />
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For a full listing of Quentin Blake’s work click <a href="http://www.quentinblake.com/books/search.php">here</a>.Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com0tag:blogger.com,1999:blog-7644744807581431631.post-56676077021532321982010-07-18T17:08:00.000-05:002010-07-18T17:08:37.344-05:00References for Quentin Blake Assignment<strong>References</strong><br />
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Blake, Q. (1968). Patrick. Great Britain: Jonathon Cape.<br />
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Blake, Q. (2001). Tell me a picture. London: National Gallery Company Limited.<br />
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Blake, Q. (2002). Loveykins. Great Britain: Jonathon Cape.<br />
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Blake, Q. (2003). Mrs. Armitage: Queen of the road. Great Britain: Jonathon Cape.<br />
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Blake, Q. (2008). The Quentin Blake Official Website. Retrieved from <br />
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<a href="http://www.quentinblake.com/index.html">http://www.quentinblake.com/index.html</a><br />
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Dahl, R. & Blake, Q (Illus.). (1978). The enormous crocodile. Great Britain: Jonathon Cape.<br />
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Dahl, R. & Blake, Q (Illus.). (1980). The twits. New York: Scholastic.<br />
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Dahl, R. & Blake, Q (Illus.). (1981). George’s marvellous medicine. New York: Scholastic.<br />
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Dahl, R. & Blake, Q (Illus.). (1982a). Revolting rhymes. New York: Puffin Books.<br />
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Dahl, R. & Blake, Q (Illus.). (1982b). The BFG. New York: Puffin Books.<br />
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Dahl, R. & Blake, Q (Illus.). (1984). Boy. New York: Scholastic.<br />
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Dahl, R. & Blake, Q (Illus.). (1985). The giraffe and the pelly and me. New York: Scholastic.<br />
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Dahl, R. & Blake, Q (Illus.). (1990). Esio Trot. New York: Scholastic.<br />
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Dahl, R. & Blake, Q (Illus.). (1991). The vicar of Nibbleswicke. New York: Scholastic.<br />
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Dahl, R. & Blake, Q (Illus.). (1998). The magic finger. New York: Scholastic.<br />
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Dickens, C. & Blake, Q. (Illus.). (1995). A Christmas carol. New York: Margaret K. McElderry Books.<br />
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Jefferies, S. (2007, September 28). A free hand. The Guardian, section G2. Retrieved from <br />
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<a href="http://www.guardian.co.uk/artanddesign/2007/sep/28/art.booksforchildrenandteenagers">http://www.guardian.co.uk/artanddesign/2007/sep/28/art.booksforchildrenandteenagers</a> <br />
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Orwell, G. & Blake, Q. (Illus.). (1984). Animal farm: A fairy story. London: The Folio Society. <br />
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Rose, A. (Ed.). (2002). Magic pencil: Children’s book illustration today: Selected by Quentin Blake. <br />
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London: The British Council/The British Library.<br />
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Seuss, Dr. & Blake, Q. (Illus.). (1974). Great day for up!. New York: Beginner Books<br />
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The Children’s Laureate. (2008). “Previous laureates: Quentin Blake.” The Children’s Laureate. Retrieved <br />
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from <a href="http://www.childrenslaureate.org.uk/Previous-laureates/Quentin-Blake">http://www.childrenslaureate.org.uk/Previous-laureates/Quentin-Blake</a>Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com0tag:blogger.com,1999:blog-7644744807581431631.post-86058597036309503522010-03-08T20:18:00.001-06:002010-03-08T20:18:09.165-06:00Maps World<div style="float: left; text-align: center; margin-right: 15px; margin-bottom: 15px;"><a href="http://www.flickr.com/photos/crobi-blog/4418571320/" title="photo sharing"><img src="http://farm5.static.flickr.com/4003/4418571320_e0b0592639_t.jpg" alt="Maps World" /></a><br /><span style="font-size: 0.8em; margin-top: 0px;"><a href="http://www.flickr.com/photos/crobi-blog/4418571320/">Maps World</a>,<br /> originally uploaded by <a href="http://www.flickr.com/people/crobi-blog/">CRobi-Blog</a>.</span></div>Check this out!<br clear="all" />Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com0tag:blogger.com,1999:blog-7644744807581431631.post-58472424630408320692009-11-11T12:20:00.001-06:002009-11-11T12:23:10.751-06:00Post # 1: IntroductionThe Evaluating Phase of the Inquiry process is the phase where students engage in self-assessment of their inquiry project. This self-assessment involves both self-reflection and self-evaluation. <br />
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Self-reflection involves students looking back at goals and feedback. They reflect on whether their goals were met, how they can continue to meet goals or how they might revise or adapt the goal to meet their learning needs. While engaging in self-reflection, students also think about how work or learning could be enhanced or improved for next time. The process of self-reflection also involves revisiting goals often and setting new goals as the inquiry process proceeds and as new understanding of the inquiry process takes place. Self-reflection doesn`t just happen at the end of the inquiry, but should happen throughout the inquiry process. <br />
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On the other hand, self-evaluation involves looking back at co-created criteria, exemplars of the evolving process, and feedback from teachers and peers. Students use that information to decide whether the criteria have been met. Then students decide on what needs revising, redoing, and/or editing to meet the feedback and criteria. The process of self-evaluation also involves students and teachers revisiting the co-created criteria at the end of each stage of the inquiry or on a regular basis to ensure that the criteria still apply. As the criteria are re-evaluated students and teachers decide if revising and editing the criteria is necessary and do so together. Self-evaluation can also take place throughout the inquiry process as long as clear criteria have been set and exemplars are available for each stage of the inquiry.<br />
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In order for self-evaluation and self-reflection to take place we need to teach students to set goals, create criteria with our students, provide timely and constructive feedback, teach students to provide timely and constructive feedback to their peers and provide exemplars of the evolving process, not just best work exemplars.<br />
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<strong>What’s my context?</strong><br />
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As I endeavour to work with the many willing teachers at my school, I need to find a way to incorporate goal setting, co-created criteria setting as well as self-reflection, self-assessment and peer feedback in meaningful and engaging ways. I also need to convince the teachers that taking yet more time to do these things are in fact in the students’ best interests, but also in their best interests as well. <br />
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<strong>What does the research say?</strong><br />
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<a href="http://annedavies.com/">Anne Davies</a>, a world renowned Canadian expert on classroom assessment practices summarizes the research on involving students in their own assessment in Making Classroom Assessment Work (2000). <br />
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According to Davies:<br />
“When students are involved in their own assessment they are required to think about their learning and articulate their understanding, which helps them learn, . . . mistakes become feedback they can use to adjust what they are doing . . . [and] while all students show significant gains, students who usually achieve the least show the largest gains overall. Self-assessment asks students to make choices about what to focus on next in their learning. When students make choices about their learning, achievement increases; when choice is absent, learning decreases.” (p. 9) <br />
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Watch this video of Anne Davies on <a href="http://go.webvideoplayer.com/view/LQUyeWJVXbYliI0tvAF54871">Classroom Assessment</a>, note what she says about research on assessment.<br />
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<a href="http://www2.hawaii.edu/~vharada/">Violet H. Harada</a> and Joan Yoshina, authors of Assessing Learning: Librarians and Teachers as Partners (2005) also noted that “when students participate in the assessment process, they develop the following behaviours (Chappuis and Stiggins 2002):<br />
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• Students understand what is expected.<br />
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• They access prior knowledge.<br />
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• They have ownership over making the learning happen.<br />
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• They are able to give themselves, as well as others, descriptive feedback as they are learning.<br />
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• Assessment goes beyond measuring; it becomes motivating.” (p. 2).<br />
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The Alberta Learning document <a href="http://education.alberta.ca/media/453470/div1to4.pdf">Classroom Assessment Toolkit for the ICT Program of Studies</a> (2003) states as its second principle that “Assessment should be collaborative: Students benefit when they are involved in the assessment process. Assessment practices should help and encourage students to:<br />
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• be responsible for their own learning and develop a positive attitude toward the use of technology in meaningful, real-world situations<br />
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• be involved in establishing criteria for evaluating their products or performances<br />
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• work together to learn and achieve outcomes<br />
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• feel competent and successful using technology<br />
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• set goals for further improvements.” (p. 8, Retrieved on November 9, 2009). <br />
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This document also lists many research based reasons why self-reflection is an important process to engage our students in (see pages 19-20). <br />
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Finally, <a href="http://education.alberta.ca/media/313361/focusoninquiry.pdf">Focus on Inquiry</a> (Alberta Learning 2004) says, “Students will be more successful in inquiry when teachers provide . . . opportunities for students to . . . review their processes of learning at the end of a lesson, day or week” (p. 37) and if they “reflect on their KWL charts and talk/write about the inquiry process and products, read their personal journals and reflect on them, . . . and use a rubric and checklist to evaluate their products and processes” (p. 71).Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com0tag:blogger.com,1999:blog-7644744807581431631.post-64999715453109367382009-11-11T12:11:00.001-06:002009-11-11T12:13:56.522-06:00Post #2: Goal Setting for Inquiry Learning“Setting goals is a powerful way to focus students’ learning.” (Davies 2000, p 8)<br />
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According to Focus on Inquiry (Alberta Learning 2004), “assessment practices should provide opportunities for students to revise their work in order to set goals and improve their learning. . . [and] assessment practices should help encourage students to set goals for further improvements” (p.31). This document also suggests using a journal to record reflections (p 37). To facilitate reflection, this journal might also be an excellent place to record goals for the Inquiry Project. <br />
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Goals should be set both for the overall inquiry project AND for each stage of the Inquiry Process. In order for students to reflect on their work, they need to have something to reflect on and goals help focus this reflection. Goals also help students strive for excellence. However, in order to set goals for inquiry, students need to know the criteria for the inquiry and they need to understand what each of the stages of inquiry entails. <br />
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If it is the first time students are engaging in Inquiry, teachers may want to do an introduction to Inquiry where you describe each of the stages and what students will be doing in each stage of the inquiry. Using the chart on page 38 and the questions in the chart on pages 39-40 of Focus on Inquiry (Alberta Learning 2004) may also help guide students towards goals they could possible set for each stage of the Inquiry phase. These could also be adapted to become the basis for co-constructed criteria for the inquiry process (see next blog post).<br />
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In Knowing What Counts: Self-Assessment and Goal-Setting, Gregory, Cameron and Davies (2000) make many good suggestions for ways to include goal setting in instruction. They suggest a strategy called “Breaking it Down” in which “teachers brainstorm lists with [their] students by answering questions such as, “How can we get better at writing?” . . . Then students select their long-term goals from these lists” (p. 43). In the case of Inquiry, teachers could ask, “How can we get better at research?” as a starting point for an overall Inquiry project goal and then perhaps, “How can we get better at planning?” as a starting point for a more focussed goal at the planning phase.<br />
<br />
Gregory et al (2000), also suggest using planning frames like the ones found on pages 45-48 of Knowing What Counts: Self-Assessment and Goal-Setting. (I have included pictures of these frames on the eClass discussion site).<br />
<br />
For more from the series by Gregory, Cameron and Davies check out: <a href="http://connect2learning.com/store/knowing-what-counts-series-3-books">Knowing What Counts free online resources</a>.<br />
<br />
Another way to help students set goals is to use the well-known goal-setting acronym SMART. This acronym states that goals must be: <br />
<br />
Specific<br />
<br />
Measurable<br />
<br />
Achievable<br />
<br />
Realistic and<br />
<br />
Timely.<br />
<br />
This is a good outline to teach students to follow when they set their own goals. Anne Davies provides an excellent example of an adapted form of the SMART goal-setting format in <a href="http://annedavies.com/PDF/We'reNomads-Davies2009%5b1%5d.pdf">this slide show</a> (see page 10). On this graphic organizer, students first set their goal by writing it in a complete sentence. They then go through each of the letters of the SMART acronym describing how the goal fits each letter. Next they describe step by step how they will go about achieving their goal. Finally, the students are asked to think about obstacles to their success and then list ideas of how they might overcome these obstacles. This might be an excellent exercise to complete with students at the beginning of an Inquiry project to help them set a long term goal for the whole project.Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com0tag:blogger.com,1999:blog-7644744807581431631.post-65547780279626308192009-11-11T12:01:00.003-06:002009-11-11T12:15:15.742-06:00Post#3: Setting and Using Co-Created CriteriaAnne Davies is a strong advocate for involving students in their own assessment. In Making Classroom Assessment Work, she notes that “when students work together to set criteria, self-assess, and reset criteria, they come to understand the process of assessment and they practise using the language of assessment. This way, students gain a clearer picture of what they need to learn and where they are in relation to where they need to be, making it possible for them to begin to identify next steps in their learning.” (2000, p. 8) <br />
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In the article Involving Students in Communicating About Their Learning, Davies also notes that “when students learn, self-assess, and later, when ready, show their learning and receive descriptive feedback, they are developing the skills and habits of self directed, independent, lifelong learners (p.2) . . . [and] students who have experience being involved in the classroom assessment process are better prepared to have meaningful conversations about learning with others and more ready to be partners in collecting evidence of their learning to show others” (p.3). (Retrieved from <a href="http://annedavies.com/images/PDFs/involving_students.pdf">http://annedavies.com/images/PDFs/involving_students.pdf</a>)<br />
<br />
Focus on Inquiry says that “students will learn to understand the evaluation criteria for the inquiry and evaluate their own inquiry process, using established criteria” (p. 71). This document also states that “assessment practices should involve students in identifying and/or creating criteria” (p.31).<br />
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In the Manitoba Education Citizenship and Youth document titled Independent Together, <a href="http://www.edu.gov.mb.ca/k12/docs/support/multilevel/chap6.pdf">Chapter 6</a> addresses the idea of using Inquiry projects with multilevel learners in multilevel classroom settings and they suggest that criteria setting be included in the inquiry process. This document states, “as the inquiry proceeds, the teacher’s and students’ ongoing assessments determine opportunities for systematic instruction. Also, from the onset of the inquiry, the teacher and students begin to identify the characteristics of quality work (processes and products). As these characteristics become more sophisticated, the evolving criteria are applied to the processes used along the way and ultimately to the final process, performance, demonstration, or product. Thus, the teacher and students may discuss, for example, what a quality KWL chart, inquiry plan, or design project looks like.” (p. 6.5)<br />
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Cameron et al, in the book Knowing What Counts: Setting and Using Criteria, lay out a simple 4 step strategy to co-construct criteria with students:<br />
<br />
Step 1: Brainstorm<br />
Ask students, “What counts in an inquiry project?” or “What counts in the retrieving phase?<br />
Teacher can have some input here as well.<br />
<br />
Step 2: Sort and categorize.<br />
Teachers ask students to help sort the list they generated together into relevant categories related to the Inquiry process.<br />
<br />
Step 3: Make and post a T-chart<br />
The t-chart should include criteria on one side and details about that criterion on the other side. <br />
Teachers ensure all students understand criteria and add details to those that need clarification.<br />
<br />
Step 4: Add, Revise, refine.<br />
It is important that the criteria be visible and organic. Students must be able to see, use and suggest revisions at all times.<br />
<br />
Another good step by step guide on how to co-construct criteria with students can be found <a href="http://www.edu.gov.mb.ca/k12/cur/multilevel/blm/index.html">here</a>, see BLM#2.<br />
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Cameron et al also included 10 ways to assess without putting a mark on the paper in their book Setting and Using Criteria. Here are only a few of their ideas which involve ways to use the co-constructed criteria:<br />
<br />
1. Students compare their work to the criteria and decide MET or NOT YET MET. They then revise as needed.<br />
<br />
2. Teachers or peers compare student work to the criteria and decide MET or NOT YET MET, but add a descriptive feedback under the category I NOTICED.<br />
<br />
3. Students use the criteria and samples from various stages of the process to assess their own work and then they fill out a SAMPLE MATCH form describing which sample their work best matches and why and how they can improve it if necessary.<br />
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For more ideas I strongly recommend the books Knowing What Counts: Setting and Using Criteria, Knowing What Counts: Self-Assessment and Goal-Setting, as well as the third book Knowing What Counts: Conferencing and Reporting. These books are very quick and easy reads for busy teachers and teacher-librarians, but they are full of excellent applicable information.<br />
<br />
Other good books on assessment are Making Classroom Assessment Work by Anne Davies and How to Give Effective Feedback to Your Students by Susan M. Brookhart.Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com0tag:blogger.com,1999:blog-7644744807581431631.post-26337525399069711672009-11-11T11:53:00.003-06:002009-11-11T12:12:29.992-06:00Post#4: Conclusion, Essential Questions and Reference ListSetting goals with our students prior to starting an inquiry project gives them the tools they need in order to engage in the evaluating phase of inquiry. Students are better able to assess their progress, motivate themselves and reflect on their achievements, when they set goals.<br />
<br />
<br />
Teaching students to set criteria and to use that criteria to self-evaluate their progress gives them the tools they need to provide themselves with descriptive feedback, provide their peers with descriptive respectful and applicable feedback, and allows them to see what it is they need to do next in their inquiry project to achieve success.<br />
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Talking openly and honestly about goals and criteria, demystifies the learning process for students making it more accessible to both struggling and reluctant learners. Engaging in the inquiry process along with students, setting your own goals as they set theirs, comparing your inquiry to the pre-established and co-created criteria as they do and revising your goals based on that comparison as you encourage the students to, can provide a very powerful example of inquiry learning for your students. <br />
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<strong>Essential Question #1:</strong> <br />
<br />
How many of you have received a self-assessment form back from a student and you could tell they had not really taken it seriously: all the middle boxes were checked, the student handed it back to you 30 seconds after receiving it and there were no additional comments written on the page. How would you or could you deal with student apathy regarding self-reflection and self-evaluation? Do you think the suggestions in this presentation would motivate that reluctant self-assessor?<br />
<br />
<strong>Essential Question #2:</strong> <br />
<br />
Skim through this <a href="http://annedavies.com/PDF/We'reNomads-Davies2009%5b1%5d.pdf">PowerPoint by Anne Davies</a>. Note in particular the Wrong Turns and Course Corrections. Have you made any of these wrong turns in your past teaching practices? If so, how did you or will you change your practice to better meet the needs of your learners?<br />
<br />
<strong>References:</strong><br />
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Alberta Learning. (2003). Classroom assessment toolkit for the information and communication technology (ICT) program of studies. Alberta, Canada: Author. Retrieved from <a href="http://education.alberta.ca/media/453470/div1to4.pdf">http://education.alberta.ca/media/453470/div1to4.pdf</a><br />
<br />
Alberta Learning. (2004). Focus on inquiry: A teacher`s guide to implementing inquiry based learning. <br />
Alberta, Canada: Author.<br />
<br />
Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, Virginia: <br />
Association for Supervision and Curriculum Development.<br />
<br />
Davies, A. (2000). Making classroom assessment work. Courtenay, British Columbia: Connections <br />
Publishing.<br />
<br />
Davies, A. (2003). Involving students in communicating about their learning. Online Journal: Research in <br />
Action. Retrieved from <a href="http://annedavies.com/images/PDFs/involving_students.pdf">http://annedavies.com/images/PDFs/involving_students.pdf</a>. <br />
<br />
Gregory, K., Cameron, C., & Davies, A. (1997). Knowing what counts: Setting and using criteria. <br />
Courtenay, British Columbia: Connections Publishing.<br />
<br />
Gregory, K., Cameron, C., & Davies, A. (2000). Knowing what counts: Self-assessment and goal- setting. <br />
Courtenay, British Columbia: Connections Publishing.<br />
<br />
Gregory, K., Cameron, C., & Davies, A. (2001). Knowing what counts: Conferencing and reporting. <br />
Courtenay, British Columbia: Connections Publishing.<br />
<br />
Harada, V. H. & Yoshina, J. (2005). Assessing learning: Librarians and teachers as partners. Westport, <br />
Connecticut: Libraries Unlimited.<br />
<br />
Manitoba Education, Citizenship and Youth. (2006). Literacy with ICT across the curriculum: A resource <br />
for developing computer literacy. Winnipeg, Manitoba: Author.<br />
<br />
Manitoba Education, Citizenship and Youth. (2003). Independent together: Supporting the multilevel <br />
learning community. Winnipeg, Manitoba: Author. Retrieved from: <a href="http://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html">http://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html</a>Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com0tag:blogger.com,1999:blog-7644744807581431631.post-49480859915118022652009-03-22T12:44:00.008-05:002009-03-26T09:46:25.775-05:00Models for Integrating Technology: From a TL PerspectiveI’m going to go off the beaten path with this blog post and I’m going to be really serious about what I learned this week (no really, I am, I swear!). But I have to be honest first. After spending all week cramming to finish my own counterpoint discussion for NEXT WEEK’S TOPIC on whether or not current practices in professional development for technology are effective in encouraging teachers to integrate technology (you can get a sneak peek at <a href="http://betterpdneeded.wikispaces.com/">Better PD Needed</a>), I have a kind of skewed vision of this week’s topic. I mean I spent all week looking at this topic from the back end! Luckily the two topics are so interrelated that I was able to mesh the readings for this week with my already conceived thoughts about next week’s topic.<br /><br />Another thing you may need to understand about this week’s change in the way I’m approaching my blog is that my current professional situation is likely to change in the next couple months and that has suddenly led me to think in a whole different way about what we have been learning. I know I have often talked about the when (or if?) of me becoming a real teacher-librarian (a la Pinocchio), instead of a classroom teacher who is a teacher-librarian wannabe. This situation has led me to frame most of my blog thoughts from the perspective of a classroom teacher, whether I realized it or not. But . . . I have been given some news recently that leads me to believe I just might, possibly, perhaps be given a teacher-librarian position next year. Not really sure about the details, or if it will even really happen, but the possibility has cause my brain to switch gears. I am now looking at all these things from the perspective of “How would/could I use this information to help teachers and students on a larger school wide scale?” and “How would a veteran Teacher-Librarian integrate this information into what they already do everyday,” and “How would I present this information to teachers who were reluctant collaborators and reluctant tech users?” All this, and the fact that I am drawn to visuals like a moth to a flame, has caused me to focus on the Instructional models for integrating technology that this week’s readings presented. So, although I have much to say about whether teachers are really integrating technology effectively, and on Chris and Kathy’s wonderfully well presented point/counterpoint I have limited time and space (which I’ve probably already gone over!! I do tend to be verbose :)<br /><br />I was immediately drawn to the TPACK model as the visual that was presented made it all seem so clear and so obvious (to me at least, I am very mathematical and quite visual, so . . .).<br /><br /><br /><br /><img id="BLOGGER_PHOTO_ID_5316070518829273506" style="DISPLAY: block; MARGIN: 0px auto 10px; WIDTH: 317px; CURSOR: hand; HEIGHT: 320px; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLysO2vbWlbTKF2YmKr5OTDxi_PAAdq_6uweZw3N6MaRHtIr0brdEoVUqHGDJwm5JA1QsTKMylQRYtZQ6OHEYBdGdGx8ueSB6226kItzB5QwAYMerKlbHkfyXlOlCq-J1N-ta5TMRigdU/s320/Tpack-contexts.jpg" border="0" />Image retrieved from <a href="http://tpack.org/tpck/images/tpck/a/a1/Tpack-contexts.jpg%20on%20March%2022">http://tpack.org/tpck/images/tpck/a/a1/Tpack-contexts.jpg%20on%20March%2022</a> on March 22, 2009.<br /><br /><p>I did a quick search and found this definition of the model:<br /><br />“Technological Pedagogical Content Knowledge (TPACK) attempts to capture some of the essential qualities of <a title="Knowledge" href="http://www.tpck.org/tpck/index.php?title=Knowledge">knowledge</a> required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of <a title="Teacher knowledge" href="http://www.tpck.org/tpck/index.php?title=Teacher_knowledge">teacher knowledge</a>. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: <a title="Content (CK)" href="http://www.tpck.org/tpck/index.php?title=Content_%28CK%29">Content (CK)</a>, <a title="Pedagogy (PK)" href="http://www.tpck.org/tpck/index.php?title=Pedagogy_%28PK%29">Pedagogy (PK)</a>, and <a title="Technology (TK)" href="http://www.tpck.org/tpck/index.php?title=Technology_%28TK%29">Technology (TK)</a>. . . . The TPACK approach goes beyond seeing these three knowledge bases in isoloation. On the other hand, it emphasizes the new kinds of knowledge that lie at the intersections between them.” Retreived from <a href="http://www.tpck.org/tpck/index.php?title=Main_Page">http://www.tpck.org/tpck/index.php?title=Main_Page</a> on March 22, 2009.<br /><br />What I like about this model is that is recognizes that the process of integrating technology is much more complex than just simply using a computer to type up an essay, and it recognizes that this process requires teachers to partake in a new kind of learning of new knowledge. I think this would be a fantastic model to show to teachers. Once it is really understood by all parties it could be a valuable tool for both self assessment and goal setting for teachers AND school wide needs assessment and goal setting by administartors and of course the teacher-librarian. Having teachers point out which areas they themselves feel they are in need of new learning can also help them set goals for their personal professional growth plan and help them to determine in which areas they need professional development for. This could then drive a school wide professional development plan as well as encourage technology integration (see how I’m unable to separate the two topics!!).<br /><br />The Kemp Design Model of Instructional Design (seen below) could be a very useful tool for teacher-librarians to use (either formally or informally) with teachers who are interested in collaboration with regards to ICT skills. </p><img id="BLOGGER_PHOTO_ID_5316071429673214274" style="DISPLAY: block; MARGIN: 0px auto 10px; WIDTH: 400px; CURSOR: hand; HEIGHT: 298px; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0EqOE_i_U4Ba9ovbW9qUynrfiirHSgUI6GdRtSB2-vdmjgloqz-Uslg46kd7Mfaj2Ohw5cSsaxvzcAtYAMhXvw0cTBALE4NqZR5gG0YPXDe3h9Ql57mTDtOxvlSwGMYB-40bND0S7W7g/s400/Kemp.jpg" border="0" /><br /><p></p><p></p><p></p><p></p><p>Image retreived from <a href="http://edutechwiki.unige.ch/en/Kemp_design_model">http://edutechwiki.unige.ch/en/Kemp_design_model</a> on March 22. 2009.</p><p>The nine key elements of this model are(Retrieved from <a href="http://edutechwiki.unige.ch/en/Kemp_design_model">http://edutechwiki.unige.ch/en/Kemp_design_model</a> on March 22. 2009):<br /><br />1. Identify instructional problems, and specify goals for designing an instructional program.<br />2. Examine learner characteristics that should receive attention during planning.<br />3. Identify subject content, and analyze task components related to stated goals and purposes.<br />4. State instructional objectives for the learner.<br />5. Sequence content within each instructional unit for logical learning.<br />6. Design instructional strategies so that each learner can master the objectives.<br />7. Plan the instructional message and delivery.<br />8. Develop evaluation instruments to assess objectives.<br />9. Select resources to support instruction and learning activities.<br /><br />Those key elements could be worked into a graphic organizer and then used during a meeting between a teacher and the teacher-librarian. The information collected can then aid in the creation of collaborative lessons and/or units. But even better, if this model is paired with a working knowledge on the teachers behalf of the TPACK model, it could not only provide a good staring point for collaboration, but also allow the teacher to be very specific in defining their own needs and in their request for help from the teacher-librarian. For example after gioing through Kemp’s model, teachers then refer to the TPACK areas which they have already determined they need assistance with and those are the areas where the teacher-librarian focusses her expertise. In this way the collaboration becomes much more effective and the teacher also learns and grows in the areas they have defined as their areas of need.<br /><br />This process could easily be recreated using the Summerville Integrated Model instead of the Kemp model, depending upon the preferences of the teacher and teacher-librarian in question. The Summerville model is more cyclical and better addresses “how knowledge is transferred among the teirs.” according to Technology Integration and Instructional Design (J. Summerville and A. Reid-Griffin,TechTrends, Sept/Oct 2008, p. 48.).<br /><br />This topic has really made me think about the role of the teacher-librarian in effectively helping teachers integrate technology and ICT skills on an individual level, but the role that the TL plays on a school wide level as well. And this quote from <em>Technology Integration and Instructional Design </em>really hit home:<br /><br />“Everything that we do . . . everything that we select . . . every standard to which we adhere . . . all the content that we design . . . every time we assess, evaluate and revise, we are working toward a common goal” (Summerville, 2006). That goal is the transfer of knowledge to other subjects.” (J. Summerville and A. Reid-Griffin,TechTrends, Sept/Oct 2008, p. 50.).<br /><br />But the interesting thing for me is that I am suddenly not only able to see how this applies to classroom teachers, but also how it applies to teacher-librarians. And this is an eye-opening experience for me, one I will continue to be in awe of.<br /><br />Suddenly becoming a teacher-librarian,<br />Christine :)</p>Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com1tag:blogger.com,1999:blog-7644744807581431631.post-73707186874850964562009-03-15T14:35:00.004-05:002009-03-15T14:42:13.418-05:00Privacy: The Marketer’s Nemesis!This week’s topic of privacy was a real eye-opener for me. Not only did I never really think about privacy issues with regards to the school library, but I learned an awful lot about how information collected from me online is used. I found the following video very enlightening (so much so that I feel the need to include the actual video, even though most of my classmates have seen it!):<br /><br /><object width="480" height="385"><param name="movie" value="http://www.youtube.com/v/X7gWEgHeXcA&hl=en&fs=1&rel=0"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/X7gWEgHeXcA&hl=en&fs=1&rel=0" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"></embed></object><br /><br />The best things (in my opinion) about this video are that it’s Canadian and that it’s easy enough to understand that I could use it with my Grade 8 students. This video really shows how a well educated and responsible individual who knows there own privacy rights and practices them, can be a marketer’s worst enemy! Yet another resource I will be storing away to use when I become a teacher-librarian. Well . . . . I’ll probably use it with my students at the beginning of next school year when I talk about online safety in Social Studies.<br /><br />Another resource from the Office of the Commissioner that was a part of our reading for this week also inspired pride and taught me a lot. <a href="https://vista4.srv.ualberta.ca/webct/newMessageThread.dowebct?discussionaction=viewMessage&messageid=448851138021&topicid=358197249051&refreshPage=false&sourcePage=">Children’s Online Privacy</a> is a fantastic resolution that makes clear concise statements about the rights of children with regards to privacy, but also calls for action from website operators to make their privacy and terms of use agreements easy to understand for children and youth. What an amazing concept! I’m a well educated adult and even I have trouble understanding many of the terms of use agreements out there. And to be honest I often just scroll through and then hit ACCEPT, so I can get to work with the tool I’m signing up for (what do you want to bet that’s what our students are doing too!) But NO MORE! From now on I will be reading those terms of use agreements quite carefully. I also think a great lesson for media literacy would be to have students analyze (as a class) a well used website’s terms of use agreement, just so they really understand what they are getting into.<br /><br />We also watched a number of Google videos on privacy, which after one of my classmates pointed it out, struck me as a bit strange. She said it was almost like<br />“a marketing scheme which was [meant] to reassure me and not make me question whether or not my privacy was being threatened by Google and other companies.” I’m sure they were just trying to reassure their customers that even thought they had to fork over tons of information to the US federal government that what they collect doesn’t really tell the feds anything, so not to worry. Hmmmmm. It definitely does make you wonder. I think the videos were also a marketing scheme to convince their more paranoid customers to use Chrome, as it has an “incognito” setting which doesn’t store and record any information while in use.<br /><br />The most blatant thing this week’s readings made me ponder was the whole issue of privacy in the school library. What books are students signing out, and who has a right to know what they are reading? Do their teachers? Do their parents? Do I? (Well that would be hard, but you get the picture, it’s a big issue that I hadn’t even thought of before!) When I was a teenager, my parents would never have had an issue with anything I read, even if it was controversial. But thinking back, even though I knew they respected my intellectual freedom, there were still things I wouldn’t have wanted them to know I was reading about. It made me think about how I would approach the idea of late returns or trying to get books back at the end of the year. Once again I must thank my classmates for providing great comments in the discussions surrounding how they handle these issues. I wouldn’t have even known where to start! I really liked the idea of having students call their own home to leave a message for themselves.<br /><br />As always this week’s readings gave me lots to ponder upon and many ideas to add to my arsenal of resources. But it also made me a better more informed Digital Citizen, and for that I am thankful.<br /><br />Unfiltered as always,<br />Christine :)Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com0tag:blogger.com,1999:blog-7644744807581431631.post-38253388198339497852009-02-21T15:04:00.002-06:002009-02-21T15:09:30.339-06:00Readin’ Writin’ Rithmatic and Responsible use of TechnologyThis week’s topic frightened the hell out of me! Copyright and Intellectual Property Rights. Whew, scaaary stuff. Especially when you read an article like <a href="http://www.doug-johnson.com/dougwri/are-you-the-copyright-cop.html">this one by Doug Johnston</a> that petrified me!! What CAN I use? What ARE the rules for teachers? Who IS in charge of enforcing the CanCopy license? What does the CanCopy license mean? <a href="http://www.accesscopyright.ca/Default.aspx?id=18">CanCopy</a> is not that helpful either, it’s not any clearer than copyright legislation!!<br /><br />There’s copyright and copyleft (AKA Creative Commons) and CanCopy and citation rules and trademarks and the list goes on and on and on . . .<br /><br />How can we expect students to “respect intellectual property rights” (as this week’s discussion revolved around) and the laws surrounding it, if they have never learned about it, don’t understand it and it’s so complex that even their teachers are fuzzy on the subject? In order to respect you must first understand (“Seek first to understand” was what on of my university professors always taught us).<br /><br />I believe students do understand intellectual property rights, they just don’t know that it’s called “intellectual property rights.” Just this week there was an incident in one of my classes that exemplifies this. A group of students were arguing vehemently in the corner of my classroom. When I approached the group, one student “Max” explained to me that his group had kicked him out of their group project in English that morning but refuse to give him the poster he had worked so hard on. The other group members believed it should stay in the group because although they agreed he created the poster, they said he did so with the work they did prior to its creation, essentially he amalgamated their work onto the poster. So who does the poster belong to? All the students involved have a clear idea of what their own intellectual property is and have a definite sense of their rights with regards to their work. “Max” feels that his creative efforts in putting the poster together merit some authorship rights. After a calm discussion about the amount of work the group had already done, they agreed to let “max” back into their group and thus the issue was resolved. But had I been teaching a course on ICT I definitely could have used this example (and probably will in the future) to teach a lesson on intellectual property rights and copyright. <br /> <br />I did try to fit this topic in to my course this year by creating a Trailfire for my students to follow on Digital Law and Responsibility. The students had to read <a href="http://query.nytimes.com/gst/fullpage.html?res=9F04E6D6153AF93BA2575AC0A9659C8B63">this article</a> and then watch <a href="http://www.youtube.com/watch?v=wS9MeoiqA7M&eurl=http://mrsrobinsonswiki.wikispaces.com/Digital+Citizenship">this video</a> and then we had a discussion about file sharing.<br /><br />Copyright becomes a great big gray area when discussing it with students; they have a sense of justice that can only be described as follows: many felt copyright only protects big businesses making more and more money. However, they also admit, when questioned further, that they DO recognize that copyright also protects the struggling artists. Most said that when it comes to downloading music, they’ll buy music from their favourite smaller Indie bands via the bands’ websites or iTunes, but download music from well established big wig bands. <br /><br />So where do we teachers go to find out about this stuff? How do we go about learning ourselves and then teaching our colleagues and students? Now that I know about it, am I obligated to share my knowledge and become the copyright police? <br /><br />The following quote from Mike Ribble’s <a href="https://vista4.srv.ualberta.ca/webct/urw/lc5122011.tp0/cobaltMainFrame.dowebct?JSESSIONID=zBBhJgyBrRqpsLMj2y9ykqzzp2mQvdSsHHLwcmvlb3Z3cxc75TLT!1445976647!v4-04.webct.ualberta.ca!80!-1!-513639574!v4-05.webct.ualberta.ca!80!-1">Passport to Digital Citizenship</a> sums it up nicely for me: “We Need not only to educate our children on the issues that are occurring with technology, but provide resources for our teachers and parents as well” (p. 16). Hurrah! So True! The four stages he refers to are a great model for developing an ICT class curriculum/implementation strategy. If I were a teacher librarian (ahh, dreams . . .) I would insist on seeing students at least once a cycle for some ICT training. I would use Mike Ribble’s book <em>Digital Citizenship in Schools</em> (here’s a <a href="http://www.iste.org/source/orders/excerpts/digcit.pdf">nice excerpt</a>) and <a href="http://digiteen.wikispaces.com/page/xml/home?v=rss_2_0">Digiteen</a> as well as <a href="http://www.edu.gov.mb.ca/k12/tech/lict">Manitoba’s own Literacy with ICT document</a> (and maybe <a href="http://www.doug-johnson.com/dougwri/raising-good-citizens-for-a-virtual-world-intro.html">these lessons created by Doug Johnston</a>) as the foundation of the course, and Ribble’s <em>Four-Stage Technology Learning Framework for Teaching Digital Citizenship</em> as the model for implementing the course. I would also share with the school staff the curriculum topics for the course so that they knew what to expect from their students after they received the course and so that they could ask questions if they were unclear on any of the issues or topics. <br /><br />I loved both the “Kids Know Your Rights!” article and the “Intellectual Freedom for Youth article, as they are great documents that could be used with my students. It’s too bad that there are not Canadian versions of these documents as those would be much more useful and appropriate. Hmmm . . . maybe I could have a final project in my course that had students creating a document that looks similar to those two articles, as both a way to show their learning, and help other students understand the issues. Of course I’d have to get permission from the authors! <br /><br />As a professional I appreciated the short article “Intellectual Property Defined” as it helped me understand some of the terminology better. I honestly had not realized that all that fell under the purview of “intellectual property”.<br /><br />And admittedly, I have not yet had time to read the <a href="http://www.ala.org/ala/aboutala/offices/oif/statementspols/codeofethics/codeethics.cfm">Library Bill of Rights</a> (and <a href="http://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/interpretations/Default675.cfm">its eighteen interpretations</a>!), <a href="http://www.ala.org/ala/aboutala/offices/oif/statementspols/codeofethics/codeethics.cfm">Code of Ethics of the American Library Association</a> nor the <a href="http://www.ala.org/ala/aboutala/offices/oif/statementspols/codeofethics/codeethics.cfm">Freedom to Read</a> documents, but I have them bookmarked and plan to read them at my earliest convenience.<br /><br />“But when copyright moves from text into the realm of media, the lines of what is and what isn’t acceptable become blurred.” (Joanie Proske, p. 4) This is an excellent point; we need to do a much better job of teaching this to our students and ourselves. After reading all the articles and this week’s discussions I firmly believe we have to bring copyright to the level of the students, we have to provide PD to teachers on copyright and Creative Commons and proper updated citation rules for things found on the net, and we need to either develop sound curriculum foundation documents that incorporate ICT or greatly assist our fellow teachers in the integration of the already existing Literacy with ICT document across all subject areas.<br /><br />Maybe we as educators also need to put more emphasis on structure, form and process than actual content. Students focus on what is “worth the most marks” so if a bibliography and proper citation are worth 5/10 instead of 1/10, maybe they would see its importance. We need to shift the way we think about what is important, change our priorities on an institutional and curricular level so that time and focus CAN be spent teaching these things, rather than rushing through them and justifying it with the same old, “there’s no time” excuse.<br /><br />The ethical use of technology should become a staple part of a child’s education; the 3 R’s should become either: “Readin’ Writin’ ‘Rithmatic and Responsible use of Tech” or how about “Respect, Responsibility, and Rights”<br /><br />Christine :)Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com0tag:blogger.com,1999:blog-7644744807581431631.post-28366388460712203952009-02-08T13:59:00.001-06:002009-02-08T14:03:14.786-06:00United We Stand, Divided We FAILThis week I’ve learned that the Digital Divide is a much more complex issue than I had previously thought, and I’m ashamed to admit I have been so naïve. I had assumed the Digital Divide referred to the gap between Digital Natives and Digital Immigrants (or Pioneers!) but I soon discovered there are many more facets to the issue of a divide. Wikipedia says the Digital Divide has to do with, “unequal access by some members of society to information and communications technology, and the unequal acquisition of related skills” (Retrieved Feb 8, 2009, from <a href="http://en.wikipedia.org/wiki/Digital_Divide">http://en.wikipedia.org/wiki/Digital_Divide</a>).<br /> <br />Studies (<a href="http://www.eschoolnews.com/news/top-news/index.cfm?i=36693&CFID=19083695&CFTOKEN=32266091">Study: 'Digital divide' affects school success</a>, <a href="http://www.statcan.gc.ca/pub/81-597-x/81-597-x2003001-eng.pdf">The digital divide in Canadian schools</a>, <a href="http://www.statcan.gc.ca/pub/56f0009x/56f0009x2002001-eng.pdf">The Digital Divide in Canada</a>) have shown there is a Digital Divide with respect to:<br /><br />~ Age (Natives vs. Immigrants)<br />~ Level of education (uneducated vs. highly educated)<br />~ Race (Caucasian vs. Minorities)<br />~ Gender (males vs. females)<br />~ Socio-Economic status (rich vs. poor)<br />~ Location (rural vs. urban)<br />~ Globally (developed nations vs. underdeveloped or developing nations)<br /><br />With regard to race, most studies focussed on the US and refer to a gap between the Caucasian populations and the Hispanic and Black populations of that country. But I wonder what the situation in Canada is with regard to our Aboriginal peoples who live on reserves. They often lack even the basics of adequate housing and it seems to me that they fall into the categories of race, level of education, socio-economic and location divides (as most reserves are quite isolated, at least here in Manitoba they are). So I have to assume a digital divide in access to technology and the internet probably exists in these populations as well.<br /><br />The statistics discussed sound eerily familiar. Are they not virtually identical to illiteracy statistics for the poor and underprivileged, minority groups, the elderly and underdeveloped nations? (See the following articles: <a href="http://www.cbc.ca/news/background/education/canada-shame.html">Canada's shame</a>, <a href="http://www.statcan.gc.ca/daily-quotidien/050511/dq050511b-eng.htm">Adult Literacy and Life Skills Survey</a>, specifically the section “Literacy gap between technology users and non-users,” <a href="http://www2.literacy.bc.ca/facts/poverty.pdf">Literacy and Poverty</a>, <a href="http://www.statcan.gc.ca/daily-quotidien/051205/dq051205b-eng.htm">Study: The link between information and communication technology use and literacy skills</a>, or the full report on the previous article <a href="http://www.statcan.gc.ca/bsolc/olc-cel/olc-cel?catno=56F0004MIE2005012&lang=eng">here</a>, there are so many more, but I don’t have the room to list them all!)<br /><br />What is so scary about this is that not only do our poorest students have to cope with the issues that come with their poverty, but it seems they also have to contend with illiteracy and a digital divide in their access to technology, the Internet and related skills. It is a vicious circle. This is probably why Hugh W. Glenn concluded that “closing the purported digital dived will not necessarily decrease the achievement gap between racial and ethnic groups.” (Retrieved on Feb 8, 2009 from <a href="http://www.eschoolnews.com/news/top-news/index.cfm?i=36693&CFID=19083695&CFTOKEN=32266091">http://www.eschoolnews.com/news/top-news/index.cfm?i=36693&CFID=19083695&CFTOKEN=32266091</a>) They have so many more issues to deal with than just the digital divide. They have lower literacy rates and less access to technology so obviously they are also losing out on learning the “new literacies” (connective writing, communication skills, editing skills, information evaluation skills, critical reading skills, and information management skills) that Will Richardson speaks of in his book “Blogs, Wikis, Podcasts and Other powerful Web Tools for Classrooms” (2006). These are obviously the “related skills” referred to in the Wikipedia definition of the Digital Divide. So in today’s world being illiterate takes on a whole new meaning. You not only have to be able to read and write, but you have to have the related technology skills. <br /><br />Do I think the gap will close? I don’t know. But I can do everything in MY power to close it for those students I influence yearly. So how do I effect change?<br /><br />Easy:<br /><br />~ I continue to integrate technology and teach all my students the related skills they need to <br /> use that technology. (<a href="http://www.aasl.ala.org/aaslblog/2008/10/30/web-20-in-schools-our-digital-divides-are-showing">Skills level</a>)<br />~ I continue to improve my own technology skills and be a role model for my students. (<a href="http://www.aasl.ala.org/aaslblog/2008/10/30/web-20-in-schools-our-digital-divides-are-showing">Skills </a><br /> level)<br />~ I continue to quietly scream about the importance of technology related literacies to fellow<br /> teachers, other educational staff, parents, and even my students. (<a href="http://www.aasl.ala.org/aaslblog/2008/10/30/web-20-in-schools-our-digital-divides-are-showing">Access and Skills level</a>)<br />~ I continue to encourage my fellow teachers to integrate technology and teach the related<br /> skills to use that technology, and to increase their own skill level. (<a href="http://www.aasl.ala.org/aaslblog/2008/10/30/web-20-in-schools-our-digital-divides-are-showing">Access and Skills level</a>)<br />~ I encourage parents who do not have internet access at home to get it. (<a href="http://www.aasl.ala.org/aaslblog/2008/10/30/web-20-in-schools-our-digital-divides-are-showing">Access level</a>)<br />~ I do my utmost to engage EVERY student in school, and recognize that may mean using<br /> technology in new and unique ways. (<a href="http://www.aasl.ala.org/aaslblog/2008/10/30/web-20-in-schools-our-digital-divides-are-showing">Motivation level</a>)<br />~ I become an advocate for increased access, bandwidth, and more computer labs in our<br /> schools. (<a href="http://www.aasl.ala.org/aaslblog/2008/10/30/web-20-in-schools-our-digital-divides-are-showing">Access and Policy level</a>)<br />~ I become vocal about policies that inhibit access and encourage policies that open up that<br /> access. (<a href="http://www.aasl.ala.org/aaslblog/2008/10/30/web-20-in-schools-our-digital-divides-are-showing">Access and Policy level</a>)<br /><br />The issue of a Digital Divide is so complex, but I believe it is important for all educators to understand. After all, if there’s a divide then we’re failing our students. I think Manuel Castells said it best when he said:<br /><br />“The fundamental digital divide is not measured by the number of connections to the Internet, but by the consequences of both connection and lack of connection.” (<a href="http://www.amazon.ca/gp/reader/0199241538/ref=sib_dp_pt">Manuel Castells The Internet Galaxy, 2001, p. 269</a>)<br /><br />Christine :)Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com0tag:blogger.com,1999:blog-7644744807581431631.post-41418201557673175332009-02-01T13:32:00.000-06:002009-02-01T13:33:31.404-06:00Knowledge is Power, Educate to ProtectAlright, my last couple blog entries have been entirely too serious, too long and too dry!! I promise to make a concerted effort to lighten up! This weeks issue was that of filters used by school divisions/districts that “protect our students” (note the quotation marks; I’ll come back to that ludicrous idea in a moment). Hmmm how to lighten the mood on this topic? Let’s start by suggesting that all school divisions banish their filter for one week (as an experiment, say) and wait for the response. Wait, wait, can you hear them? All those conservatives who “run” the school boards? All those non-educators who make important decisions affecting teachers and students? Wait, wait, they’re all laughing! They think I just made a funny joke. How will we ever be able to control (Uh . . . I mean protect) our children if there are no filters? I know, I’m so silly!<br /><br />If you haven’t already figured out what my stance is on this topic, let me just lay it all out for you: filters do not protect students, they protect administrators and divisions from appearing lax, from liability, from angry parents and from reality (as evidenced in the article “Web 2.0 The Virtual Wild Wild West” where Don Hail recommends “Ensure your teachers understand that Web resources used inside the district are filtered, and alert them to use caution when recommending them for student use outside the classroom” as a way to avoid educators receiving “calls from some irate parents who are unaware of the need for filtering systems.” This is scary for two reasons 1) why are the sites different at school and at home, what is the use of using them then and is this not an argument for removing filters and 2) he is making a judgement assuming that all parents should use filters, but don’t know any better. I find this highly condescending!)<br /><br />Filters only teach children that 1) we don’t trust their judgement 2) they are incapable of being responsible 3) if you want something and you can’t get it, cheat (re: finding proxy servers to get the blocked info they seek) oh and 4) that someone or something will always be there the “protect” them (when they should be learning the world can be a scary place and they need to be careful, illusions of safety are more dangerous than an accidental viewing of a sexually explicit site in my opinion). <br /><br />In “I’m Mad and I’m Not Gonna Take It Anymore!” Mary Ann Bell cites the Pew Study form 2002 called , “<a href="http://www.pewinternet.org/pdfs/PIP_Schools_Internet_Report.pdf">The Digital Disconnect: the widening gap between Internet-savvy students and their schools</a>” where it shows that students are “frustrated and disgusted by the lack of internet access and consciousness on the part of their teachers.” I believe this frustration comes from the fact that they feel they can handle what’s out their but we (as in school divisions) don’t give them the chance. Just this past week at my school, I overheard a student call our school a “welfare school” when he was frustrated by Bess (our filter) and later that week a colleague lamented in the staff room about how a student researching Canada couldn’t search for the words “topography” or “photography” because the filter said they were words associated with “pornography”! So are all words ending in “-graphy” considered pornographic? How ridiculous is that! No wonder that student called our school a “welfare school.” (I did pull the student aside and explain to him that we were one of the schools in the division that had more technology, and that his frustrations were in fact due to the filter, at which point he said “oh, that means I can get to what I need, I’ll just use a proxy!” Yes we are now at the point where students are<br />blatant and obvious about their use of proxies, because even the teachers cannot access what they need and have on occasion asked a student to show them how to get to it, mostly because their entire lesson hinged on what they thought was a relatively innocent site. But I digress . . . .)<br /><br />I have taught middle years students for 8 years and I have found that people underestimate adolescents. They are capable of much more than many people give them credit for. They can be articulate, responsible, trustworthy, and quite knowledgeable about what’s already out their on the “evil” net. They are also not crazed sex fiends searching out bomb making sites and trying to corrupt their peers through inappropriate sites. Most of the kids I’ve taught are normal decent kids who would benefit from some actual instruction in internet safety and Cyberbullying, evaluating websites, deciphering fact from opinion from lies, intellectual property rights (copyright and copy left), and citation rules and reasons. <br /><br />Of all the articles I read this week, one line from “What Are We Protecting Them From?” by Matt Villano, struck me “Schools are spending millions and millions of dollars for technical solutions to comply with CIPA [in the US] . . . but our students can easily get around just about everything we throw at them.” He then goes on to say that “many K-12 expert say the best solution long-term is shifting the emphasis from policing . . . to educating . . .” HERE HERE!! That shift is hard for administrators to make though, especially with articles like “Patrolling Web 2.0” by Robert Losinsky where social networking sites are vilified and the fear mongering is perpetuated. Losinsky then proceeds to advocate for better “more improved” filters that filter out proxy servers as well as all the other “evil” social networking sites like Facebook and MySpace (GASP!). He only discusses education in a small paragraph at the very end. One has to wonder which of these types of articles the school board members read more of.<br /><br />Even more pertinent than money being wasted, is the fact that filters interfere with delivery of curriculum (as seen above with the “topography” example). Oh, let’s talk about curriculum for a minute. In Manitoba we have a <a href="http://www.edu.gov.mb.ca/k12/tech/lict/index.html">Literacy with ICT</a> document, which is mandatory to implement and assessment of these outcomes is being included in the development of my school division’s “new” middle years reporting system. But there have been NO changes to staff, NO changes to programming and NO changes to time allotments to accommodate these mandatory outcomes and the fact that we must now assess them. So no one is specifically teaching and targeting these outcomes, there has been no real effort to create “classes” or programming to facilitate the teaching of these outcomes and so the classroom teachers are left to be the ones to implement and assess these outcomes. They are trying to cram an already heavy workload with just more stuff. But which “subject” does it fall under? Which teachers are actually covering the outcomes? Do they even know how to do some of the things required by the outcomes? Why isn’t there an accompanying document with suggestions for instruction like all the rest of our curricula?<br /><br />After all the discussion this week and my thoughts on the issue laid out above, I’m left thinking about Joanne’s comments about <a href="http://www.cla.ca/AM/Template.cfm?Section=Position_Statements&Template=/CM/ContentDisplay.cfm&ContentID=3047">intellectual freedom</a> and who is going to ensure students and teachers have these rights. What is the role of the teacher-librarian in all this? And Rhonda’s question “If teacher-librarians are responsible for advocating for the higher ideal of intellectual freedom, are they also responsible for teaching the safe and responsible use of online resources?"<br /><br />To these I say yes, Yes, YES, it should fall to the Teacher-Librarian! If I were a Teacher-Librarian in my school division, I would strongly advocate for the development of a program that provided students with the necessary know how to use the internet safely, without the use of a filter, included all the applicable Literacy with ICT outcomes and lessened the load on the teachers by providing time to work with the Teacher-Librarian to plan the program’s implementation across ALL subject areas. I would also work hard to create a comprehensive AUP for students, parents and teachers that was more in line with the recommendations from the <a href="http://www.media-awareness.ca/english/resources/special_initiatives/wa_resources/wa_teachers/backgrounders/acceptable_use.cfm">Media Awareness Network</a>.<br /><br />I’m also left thinking about my own children. As they grow up, I would much rather they have the knowledge and confidence to deal with what’s out there, the ethical base to know what’s right and what’s wrong and the right to access it if they so chose, than shelter them and “protect” them by giving them a false sense of safety, and a limited view of the world. My basic instinct IS to protect, and I feel the best way to do this is to EDUCATE. After all Knowledge is Power. <br /><br />Christine :)Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com0tag:blogger.com,1999:blog-7644744807581431631.post-8153388336717007272009-01-25T16:29:00.000-06:002009-01-25T16:32:18.107-06:00Digital Natives and the Greek PhilosophersIn my first year of university I learned that our educational system is based on a system designed by Isocrates (no NOT Socrates, ISOCRATES). At the time Isocrates lived (436–338 BC; he was a contemporary of Plato and Socrates, see more at <a href="http://histories.cambridge.org/extract?id=chol9780521481366_CHOL9780521481366A009">Cambridge Histories Online</a>) there were two competing ideas about the purpose of education. Socrates and Plato believed that if you educated the people in a liberal arts education that focussed on learning, creativity, enlightenment, arts and fitness that a perfect citizenry would emerge and would thus raise the empire to the height of civilization. By contrast, Isocrates believed that you should first determine what the ideal citizen should be for the kind of civilization you want and then design an education system that fulfilled these requirements in its citizenry, thus producing perfect citizens and raising the empire to the height of civilization. <br /><br />Why is this relevant to this week’s discussions on Digital Natives and Digital Immigrants? Great question. I promise to come back to that, for now I just want to you to mull the purpose of our current educational system over in your head. Which of these do you think is important?<br /><br />This week’s readings were varied and interesting, ranging from a series of technology outcomes for both teachers and students (which I think is fantastic by the way, teachers should have standards they have to live up to, see <a href="http://thefischbowl.blogspot.com/2007/09/is-it-okay-to-be-technologically.html">Is It Ok To Be a Technologically Illiterate Teacher?</a>) to one that discusses the importance of preparing new teachers for “Digital Age” learners (which again I think is fantastic because when I was in university there was ONE Tech in Ed course and I couldn’t take it because they only offered it at the same time as another of my required courses!) to some that discuss the ramifications of these “New Learners” or as Prensky (2001) calls them “Digital Natives.” There was a flurry of posts in our discussion about the need for balance and the idea that we should “unpack the good stuff [we] carried from [our] 20th century trunk” (<a href="http://www.schoollibraryjournal.com/blog/1340000334/post/250011225.html">Valenza, 2007</a>). <br /><br />When it comes to the argument of using “new and innovative” strategies with the “new learners” I have to ask what do we mean by “new” and “innovative” because Prensky spends much of his article criticizing teachers who, in his words “assume that learners are the same as they have always been, and that the same methods that worked for teachers when they were students will work for their students” (2001). This statement and many others he writes don’t give teachers much credit for their intellectual ability to first see that what they are doing may not be working and secondly for their ability to adapt based on those observations. This article was published in 2001 and was more than likely written even earlier, and to be honest, in the ever-changing fast-paced world we live in, I believe it is quite outdated in its criticisms. For example, he cites an example about the use of calculators and computers which hasn’t been an issue since before I was in university. Many teachers are much more adaptable and have been using great strategies that engage their students than Prensky’s article give credit for. I can only assume this is because in the intervening years we have adapted as a profession and we realize what’s best for our students.<br /><br />I believe what’s best is engaging them using great strategies (like those listed in Manitoba’s Success for All Learners support document, it was written in 1996 though, so maybe it needs an update?) and either pairing those strategies with new technology tools or adapting them for use with new Web 2.0 tools. There is merit in strategies that teachers have used in the past and those same strategies can be built upon to enhance learning in the future. Technology also is not the end all and be all of getting our students engaged in their learning. Good educators know it is a combination of many strategies that works best to engage our students. It’s about “best practices,” “real world applications,” and “students centered/led inquiry” that show students that their education is in fact applicable to their current and future lives and its not just an outdated exercise in gathering and memorizing arbitrary information they can easily find in seconds using their iPhones. It’s about USING technology and web 2.0 tools to ENHANCE teaching and learning strategies that are based in sound experience and professional judgements and are effective in achieving the goals of our education system.<br /><br />We spent all this time talking about the “new learners” and forgot to address the “new environment.” We live in a changing world and I’m not convinced we can assume our students are more prepared for it than we are. In “Who Are Today’s Learners?” Christine Greenhow suggests we should figure out where our students are before we make these assumptions, and I completely agree. However, I suggest we stop focussing so much on where they come from, (ex. stereotypes about middle school students being more tech-savvy that their teachers, which after a quick survey of my own 73 students I can tell you is not the case at all. The majority had never even heard of a wiki before I introduced it to them) and we start to acknowledge and agree on where they are going (i.e. what the future may hold for them) and what they need in order to get there. This change in perspective can be a powerful tool for use with reluctant-to-adapt teachers, because all teachers want what’s best for their students and want to play a part in helping them achieve success. At least I like to think so. <br /><br />This perspective can also be a fantastic way to introduce the ISTE standards to a staff: as a conversation starter about the following questions “If these standards are what we value to teach, then where are our students going with it? What more do they need? How do we achieve these outcomes in the confines of our current system?”<br /><br />Here’s where we wade into the muddy waters of philosophy and ask: what is the goal of our current education system then? Is it to create productive workers with applicable skills to the current and future workforce? Or is it to create enlightened, knowledge-savvy citizens who value creativity and education for the sake of learning? Well, I was delighted to read the standards set out by ISTE because they give rise to the idea that, in fact our goals encompass both statements (see ISTE’s NETS for Teachers number 1 “Facilitate and inspires student learning and creativity” and ISTE’s Nets for Students #1 “Creativity and Innovation” as examples of our educational system valuing creativity and innovation). These standards are not those of an outdated hierarchical government-run educational system, but the dawning of a new understanding that in order to perpetuate our civilization we must begin to value Socrates’ ideas about education, as well as prepare students for the workforce as Isocrates suggested (sorry, I’m a History major and tend to see changes in the world as far reaching and fundamental to our future!). This may be the first time in history when the two are not only desirable but are actually achievable by our current system. In the future, productive workers with applicable skills WILL BE those who are innovative, creative, knowledge-savvy, continue to learn and have the skills to do so. And I like to think they will also be enlightened about their own learning. <br /><br />I also believe that teachers will adapt and learn and grow right along with these “New Learners”, these “Digital Natives”, and will always be striving to do what’s in the best interest of their students. And who knows maybe along the way they’ll obtain Dual Citizenship (Thanks <a href="http://teaforweb2.blogspot.com/">Carol Nahachewsky</a> and Leanna for the term) and by the time the next generation of teachers graduates this discussion will be as outdated as Prensky’s article!Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com1tag:blogger.com,1999:blog-7644744807581431631.post-74662410786339597292009-01-18T16:23:00.002-06:002009-01-18T16:31:31.777-06:00A Shining Ray of HopeI have to admit I don’t even know where to begin for this week’s synthesis. There’s just *so much* to talk about (uhh? I mean blog about. Sorry I’m rusty!). Actually, I think I could blog about this week’s readings for months! This week’s themes included what a 21st century school library (and by extension school, teachers and curriculum) should look like. We also learned how our students have evolved as learners and the new literacies they need to know to be successful. We briefly discussed the many issues relating to this new 21st century mentality that we need to adopt. To be honest, it was a lot of information to read in a short amount of time! But I don’t feel overwhelmed, no exactly the opposite in fact. I want to meet with the “powers that be” in my division and show them all these articles and then challenge them to change their backwards ways! Instead of feeling overwhelmed, I feel confined: confined by slow to adopt upper administrators, confined by small bandwidth, confined by old outdated and biased (ageist?) attitudes by colleagues, confined by the hierarchical structure of my division’s separate library and technology departments and confined by arbitrary policies and filters. But these articles did provide me with a shining ray of hope. <br /><br />The article <em>Towards a Transformative Pedagogy for School Libraries 2.0</em> (Asselin & Doiron, 2008) described a situation that I’ve been thinking about for some time: the fact that my students are “different” and learn differently. What I had been doing in the classroom (actually what I had been *taught* to do in the classroom) just wasn’t giving them the skills I believed they would need in the great big world outside of school. It came as an epiphany one day as I was struggling to figure out how on earth I would fit the rest of the curriculum into the rest of the school year. I was actually counting days and eliminating “extraneous” outcomes to “get it all in” and in fact was not planning to cover anything in any great depth! It was then that I said to myself, does it really matter that my students learn *all* this stuff? What’s really important is the skills they need to find answers when they need them. Huh! That simple revelation caused me to change not only *how I teach*, but *how I assess* as well, and it eventually led me down the path to this course and my pursuit of the elusive teacher-librarian position. <br /><br />I actually laughed out loud when the article referred to students using Google as their one-stop shop for searching and researching. I recently told my students that if their idea of researching is going to Google and choosing the site that pops up at the top of the search, then they don’t really know how to research and they need to learn some better strategies. *ALL* my students (even the high achievers) were confused by this statement, as it was the way they had been researching in school until this point in their lives! From that one paragraph I gleaned 10 separate items I could cover in a unit on research skills at the beginning of the year, not to mention some great questions to use in a lesson on evaluating websites. <em>Shaping Global Criticality with School Libraries</em> by Keith McPherson (2008) provided me with even more fantastic resources to add to my repertoire of digital literacy/media literacy lessons. This article also boosted that ray of hope I felt by arguing that the new learners and new literacies make for a generation who have the potential to transform the world in a social, economic and political way. Asselin and Doiron describe the new learners as “passionately tolerant” and “a force for social transformation” which adds credence to McPherson’s argument. <br /><br />When one looks at the new literacies that Asselin and Doiron refer to and then at the section “How Do We Teach the New Learners??” again that ray of hope gets brighter, as I see my colleagues doing many of these things already. Now we just need to embrace the idea that the New Learner needs to be engaged in their learning through new strategies and technologies that they use on a regular basis. <em>Towards School Library 2.0: An Introduction to Social Software for Teacher Librarians</em> by Naslund and Giustini (2008) mentions that “compared to their technology infused lives at home . . . middle- and high-school students state that activities at school are ‘boring’ between 50-70% of the time.” Yet most teachers (and administrators and school boards) are still reluctant to integrate the use of Web 2.0 social software into their classrooms! This article basically reviewed what we learned in EDES 501 and so I will not dwell on it long, but I believe it is a great article for all teachers (not just teacher-librarians) to read because it provides a quick introduction to most of the Web 2.0 tools currently available. (Although the author does refer to blogging as a form of journaling which I strongly contest, as we learned last term from Will Richardson that journaling is only low level blogging and that blogging is so much more and involves connective writing . . . but I digress!)<br /><br />Of all the readings, I enjoyed Joyce Valenza’s <em>Manifesto for the 21st Century Librarian</em> the most. I found it quite life affirming (ok maybe that’s over the top, but I really did find it affirming read on . . .). Like many of my classmates I used the manifesto as a checklist for myself to see if I was in fact a 21st century teacher-librarian. (Technically I fail in that regard as I’m just a lowly classroom teacher, but . . .) I decided to put check marks beside both the items I was doing already as a classroom teacher and the items I agreed with and therefore would like to think that if I was a teacher-librarian I would be doing. I’m proud to say that I put a check beside almost all of the items. I am not yet using RSS feeds with my students (I honestly don’t think they’re ready for that yet) or Skype to bring in experts (but now I’m thinking about it) or Social networking (or bookmarking, but I have ideas, so maybe next year). So all in all I feel that I AM a 21st century educator. (Whew! That’s good, wouldn’t want to be stuck in the 20th century!)<br /><br />After reading all these articles (including some I didn’t actually reference here like <em>Videogames in the Library? What is the World Coming to?</em> By Kathy Sanford which gives me approximately 30 reasons to say “I told you those games were educational” to my mother, and <em>Immersive Learning Environments in Parallel Universes: Learning in Second Life</em> by Ken Haycock and Jeremy W. Kemp which reveals the interesting and innovative world of virtual reality educational environments. Here are some videos that also explore the idea of using Second Life as an educational tool just in case you're interested: <a href="http://ca.youtube.com/watch?v=qOFU9oUF2HA">Educational Uses of Second Life</a>, <a href="http://ca.youtube.com/watch?v=EfsSGBraUhc">Science Learning Opportunities in Second Life</a>, and <a href="http://ca.youtube.com/watch?v=TMGR9q43dag">Education in Second Life: Explore the Possibilities</a>) I had one question that was still nagging at me though: are students really as tech savvy as we think they are? After doing a survey of my 75 students, I learned that they are not. Many of them had not heard of a wiki and most of them had never blogged before. None of them knew what Web 2.0 meant. They are, however, heavily invested in Facebook, file sharing, and online gaming. McPherson mentions this “stereotype” of students “being more “tech savvy” than most educators and parents” (2008) in his article while referring to a survey conducted by Media Awareness Network in which “70% of the students surveyed still desired assistance from others in determining the authenticity of online information” (2008). I think this gives us all the more reason to become better 21st century educators. Students are either using these technologies already or will be using them soon, and I for one would rather them learn good strategies and approaches to problem solving in a safe and nurturing environment (i.e. at school) than have them learn on their own, but not fully understand what it is they are doing and thus leaving themselves open to victimization or misuse and abuse of a technology. <br /><br />Our students are changing (or already have changed?) whether we like it or not. They are becoming disengaged in a time when learning is the “it” thing to do in our knowledge-based society. The only way to re-engage them is to embrace the 21st century and move forward. Soon the students and their parents will start demanding that we accommodate their new learning modalities, and where will we be left if we don’t already have a strategy as to how we’re going to do that? By the roadside of the 20th, 19th and 18th centuries, trying to convince ourselves that we are the professionals and we know what’s best. That’s only true if we continue to learn and grow as educators, and if we shake off the inhibitions and bureaucracy that has been confining us and follow that ray of hope. <br /><br />Christine :)Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com0tag:blogger.com,1999:blog-7644744807581431631.post-72583056277817034782008-12-21T16:28:00.003-06:002008-12-21T16:42:09.414-06:00Hi all you followers (Do I have followers? If you're readingthis then I guess so!) I just wanted to quickly update you on what I've been doing. I have spent the last three weeks working tirelessly to complete my final project in EDES 540: Intorduction to Teacher-Librarianship. Of course I went way overboard and created a wiki with two thousand pages (ok maybe not TWO thousand, but alot!). I am happy to report that I am finally finished and would like to post the link here for all you fellow teacher-librarian wannabees (and alreadybees!) to puruse at your leisure. I created an Advocay Plan of Action for Increased Collaboration between the teacher-librarian and the teachers at her high school. <a href="http://advocacyplan.pbwiki.com/">Here is the link</a>, feel free to take a look and leave comments if you like.<br /><br />I also wanted to mention that after all that talk about getting the teachers at my own school on board with using wikis, I found out that at least one of the teachers is already using a wiki with her students and I just wanted to give credit where credit is due. So here it is, take a look and see what you think: <a href="http://www.learninginitiative.wetpaint.com/">www.learninginitiative.wetpaint.com</a><br /><br />Have a happy holiday and a great New Year!Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com1tag:blogger.com,1999:blog-7644744807581431631.post-62541956221912409022008-12-08T11:37:00.001-06:002008-12-08T11:40:23.836-06:00Great Video on ConnectivismHi all I recieved this video from a colleague in my other class, Valerie Martineau. It really sums up everything we've (I've) learned in this course. It's all about the ideal 21st century classroom experience and the networked student. Watch it NOW!<br /><br /><object height="344" width="425"><param name="movie" value="http://www.youtube.com/v/XwM4ieFOotA&color1=0xb1b1b1&color2=0xcfcfcf&hl=en&feature=player_embedded&fs=1"><param name="allowFullScreen" value="true"><embed src="http://www.youtube.com/v/XwM4ieFOotA&color1=0xb1b1b1&color2=0xcfcfcf&hl=en&feature=player_embedded&fs=1" type="application/x-shockwave-flash" allowfullscreen="true" width="425" height="344"></embed></object>Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com0tag:blogger.com,1999:blog-7644744807581431631.post-91747597213967082292008-12-06T19:17:00.000-06:002008-12-06T19:21:34.952-06:00Final Reflection? I think NOT!So I’m supposed to reflect on the past three and a half months and discuss my key learning for this last (?!) blog post. That’s easy, I learned everything that was covered in this course! (I know that sounds so much like a middle years kid response, but I’m serious, let me explain . . .) My vast lack of knowledge on the topic of Web 2.0 tools only paled in comparison to how much I learned about them in this course. When I first started I didn’t even know what “Web 2.0” meant, let alone what tools were available online and at my disposal. So what did I learn? I learned what Web 2.0 means, that these tools exist and not only are they relevant to teaching and learning, but they will probably become essential! I still shocks me how in the dark I was before this course!<br /><br />Definitely one of the lowlights of this course is that I feel like I have not left the computer for 3 months (you know like Rip Van Winkle, only instead of sleeping I’ve been blogging!) I was so totally immersed in the world of Web 2.0, and now I understand how learning a language through immersion works, you really have no choice but to learn it! But even though I feel like I haven’t left to computer for eons, the structure of this course did allow me to learn an immense amount in a very short period of time and now I feel totally comfortable going out into the “unknown” to learn tools we didn’t cover (like <a href="http://www.trailfire.com/">Trailfire</a>, <a href="http://www.glogster.com/edit/glog/?action=glogs_create">Glogster</a>, webquests, pathfinders . . .).<br /><br />Oh, there were definitely times when I felt I was going to overload my brain circuits and my husband would find me stuttering in front of the screen saver at 3 am. But once I learned to manage my time and the information coming at me, I became adept at learning the tool, researching their use by others and blogging about it all.<br /><br />What do I plan for the future? Well I’ve already created the class wiki which I hope to use as an easily updateable site for handouts, info on assignments, to show case student work and as a starting point for most of my projects. (I plan to do a lot more project type learning and a lot less worksheet type learning too.) I also set up a “class update blog” and my plan is to assign one student per week to write short (paragraph long-ish) daily updates on what was covered in class and then provide one “good” link to further information on that topic. Of course, I need to discuss <a href="http://www.edu.gov.mb.ca/k12/tech/lict/let_me_try/eval_web.doc">evaluating websites</a> with the students (our province has a good link to a <a href="http://www.edu.gov.mb.ca/k12/tech/lict/let_me_try/bogus.doc">sample lesson plan</a> when the students have to look at some fake websites and determine if they are real or not!) as well as some (a lot?) <a href="http://www.edu.gov.mb.ca/k12/tech/lict/let_me_try/dig_citizenship.doc">digital citizenship</a> stuff (such as appropriate language, cyber bullying, <a href="http://www.edu.gov.mb.ca/k12/tech/lict/let_me_try/internet_safety.doc">online safety measures</a>, <a href="http://www.edu.gov.mb.ca/k12/tech/lict/let_me_try/copyright.doc">respect for others work</a>, <a href="http://www.edu.gov.mb.ca/k12/tech/lict/let_me_try/plagiarism.doc">plagiarism</a> etc. All these links are sample lesson plans from the Manitoba Government). I also have two bigger projects in mind, one involving the class wiki as an online science text and the other involving students teaching other students using Trailfire, sort of like an online virtual jigsaw. But I haven’t fully formalized those ideas yet! I also hope to use Voicethread and have been searching for curricularly (is that a word?) applicable podcasts to use with students. I also have some ideas about booking our computer lab for Student led conferences and having the students show their parents everything they can do (hopefully!) for their conference. I know it’s a lot, but if I don’t get it all in this year, then there’s always the next year and the next and the next and . . . .<br /><br />Will I keep blogging? YES! I plan to keep trying new things and telling whoever’s out there what I learned and thought. I also plan to do some reflecting on what I’m doing with my students, you know what’s working and what’s bot! I also hope to eventually use this blog as a “show and tell” for my colleagues in a PD aimed at convincing them of the benefits of Web 2.0 tools!<br /><br />Oh, and speaking of colleagues, how can I even begin to explain the amazing experience of learning from, with and through peers who have such a vast amount of knowledge and insight to share!!? I made some friends along the way, people I feel I will be able to call upon when (or if?) I get a TL position for advice and guidance and I also learned quite a bit about Web 2.0 from their blog posts and discussions. Three of my favourite blog posts by colleagues are Heather’s <a href="http://heathersyearn2learn.blogspot.com/2008/11/abcs-of-blogging-in-education.html">ABC’s of Blogging</a>, April’s <a href="http://thepassionatelibrarian.blogspot.com/2008/11/kwl-on-rss.html">KWL on RSS</a>, and Selena’s <a href="http://searchingwithselena.blogspot.com/2008/11/youve-just-been-poked-strange-world-of.html">The Strange World of Social Networking Sites</a>. What's more, is through the discussion site and my fellow classmates’ blogs I was able to learn about how my own fellow teachers may react to the world of Web 2.0. How did conversing with virtual strangers (now friends!) help me learn about the friends with whom I work at my school? That’s easy, the insights, experiences, feelings and thoughts of my classmates (and myself!) ran the gamut from fearful and nervous to wary and careful to skeptical and doubtful to excited and eager. This is the same journey I expect that most of my colleagues at school will go through too. But in the end we all (I think) came to the conclusion that Web 2.0 tools are incredibly important and have great impacts on our teaching and the learning of our students. Knowing that we made it through gives me hope that my colleagues at school will too! <br /><br />Saying bye for now (and see you in January)<br />Happy Holidays<br />Christine :)Christine Robinson :)http://www.blogger.com/profile/12162044392486531448noreply@blogger.com1