What’s with all the conversations?

You know how it is these days – everyone seems to be looking at some kind of an iDevice or another, where-ever you turn. It’s easy to make trivial comments about the iSociety, but let’s face it – the future of technology and information is anything but trivial!

Last year I discovered that I could speak to my mobile phone – literally ask it a  question.  With the power of SIRI (Apple’s iOS information navigator) my mobile phone gave me some answers right there on my screen.  It would seem that soon there will be no need to read an answer to a question with voice responses being the norm, and in another few decades there may not even be a question!

While we grapple with devices, interfaces and screens in our daily lives, the futurists tell us that we will BE our technology and information will be who we are and what it made us.

As we watch the fast-paced changes taking place in technology, the web of data and the social connections between us, the value of information as knowledge remains the core business of librarians and info-nerds. The “Fourth Revolution,” proposed by Floridi (2012)  describes the current information age, an era in which our understanding of both self and world is significantly altered by sudden changes in the information climate and which are directly attributable to the advent of computing machinery from Alan Turing (1912-1954) onwards.  As curators of knowledge and cultural history the burning question in this fourth revolution undoubtedly lies in our ongoing ability to manipulate and manage information flow.

The digital revolution has given us instant communication and easy global connectedness, with mobile technology and its influences in particular growing at warp speed – in 2013, there are almost as many mobile-cellular subscriptions as people in the world. This digital transformation has produced some extraordinary tools for flexible learning, which are exciting for both students and teachers and promise new and innovative methods of teaching. However, these tools can also be incredibly daunting and challenging for educators.

Thomas and Seely Brown (2011), who explored this new culture of learning in our world of constant change, explained how much the Internet has changed the way we think about both technology and information. In this new culture of learning, information technology has become a participatory medium, giving rise to an environment that is constantly being changed and reshaped by the participation within information spaces. They argue that traditional approaches to learning are no longer capable of coping with this constantly changing world. Teachers no longer need to scramble to provide the latest up-to-date information to students because the students themselves are able to take an active role in helping to create and mould it, particularly in areas of social information.

To support and nurture learning in these evolving environments is a challenge, and why using digital mediums to communicate, collaborate, and curate in the management and dissemination of information is important. Library and information science academic and professional development programs should be designed to enhance personal professional networks and personal learning conversations.

I’m pleased to welcome a new group of students into our degree program for Teacher Librarianship. These ‘students’ already have a wealth of professional experience as teachers behind them, but our professional program for them is already challenging them with  new cultures of learning  – and it’s only Week 1!

It’s exciting to see the evolving information ecology that these students are moving into. What’s more exciting is that with such a great new bunch of students, I know that teacher librarianship will be in safe hands in the future.

Floridi, L. (2012). The fourth revolution. The Philosophers’ Magazine, (57), 96-101.
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace.

Image: The Family Pile cc licensed ( BY ) flickr photo shared by Blake Patterson

Your information flow might be so last century

It’s Monday morning, and as I sit down for my morning cup of tea and toast, I open my iPhone to see what’s in my email, and what items in my calendar will need my attention. I can take a little time over this, as I don’t have a long commute to work ahead of me, though I will ‘commute’ across the country (online) while I collaborate with my colleagues on curriculum standards and content alignment in the work we are doing for the new degree.

Next, as I flicked through Twitter (because I like to do that, and because it’s an important information tool) I stopped – and sighed at the struggle still before us of convincing teachers in K-12 schooling that they have to keep up! Well, there are lots of things they need to keep up with, and their own knowledge discipline is not what I’m talking about. I’m talking about information flow – the stuff of our knowledge networks, and the fabric of our connected lives.

In just a couple of minutes of my twitter feed (never mind all the hours I was asleep) I found:

I suspect that I don’t take my information flow nearly as seriously as I should. But at least I try! You should try too! We know that there is a lot happening, and that there are various ways of responding to the speed of info-change. Putting your head under a rock is not one of them!

As Stacey explains in her post Extreme Curation:

I’ll admit it! Sometimes I’m a bit slack and while I endeavour to manage my information well sometimes I just can’t be bothered. So now I think I have the answer “extreme curation for slackers”.

Our Edublogger guru Sue Waters provides us with the brilliant Flip-aholic’s Ultimate Guide to subscribing and sharing.

Just to add to the mix, Darcey Moore explores his own new workflow in Writing and Worflow: Scrivener and Simplenote, explaining:

Workflow, for a whole range of professional needs and personal pleasures, is constantly being disrupted lately as tools and processes morph daily or my understanding deepens of what is possible.

Enough said!

If you are involved in education in some way and you’ve still got people who believe that email, google searching, and journal subscriptions are ‘the go’, then you’d better scramble into your Tardis and get to a timezone that’s relevant to the needs of students today.

Image: Dr Who cc licensed ( BY ) flickr photo shared by aussiegall

It’s Here! The NMC Horizon Report – K-12

HorizonOnce again I’m delighted to have had the opportunity to participate in the NMC Horizon Report K-12 as a member of the international Advisory Board. I was joined by fellow Australians Tony Brandenburg (Education Services Australia), Daniel Ingvarson (National Schools Interoperability Program), Julie Lindsay (Flat Classroom Project), and  Kathryn Moyle (Centre for School Leadership, Learning and Development).

The New Media Consortium, the Consortium for School Networking (CoSN), and the International Society for Technology in Education (ISTE), with the support of HP, produced the NMC Horizon Report > 2013 K-12 Edition, which was released in a special session at the NMC Summer Conference. This fifth edition in the annual K-12 series of the NMC Horizon Project examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry within the environment of pre-college education.

Six emerging technologies are identified across three adoption horizons over the next one to five years, as well as key trends and challenges expected to continue over the same period, giving educators, school administrators, and practitioners a valuable guide for strategic technology planning:

  • Cloud computing
  • Mobile Learning
  • Learning Analytics
  • Open Content
  • 3D Printing
  • Virtual and Remote Laboratories

The NMC Horizon Report > 2013 K-12 Edition is available online, free of charge, and published under a Creative Commons license to facilitate its widespread use, easy duplication, and broad distribution.  Do make sure that you grab a copy and share it with your staff!

> Download the NMC Horizon Report > 2013 K-12 Edition (PDF)

The video provides a quick view and discussion starter for your next PD session at school.

Creative computing – give Scratch a go!

Creative Computing is a six-week online workshop for educators who want to learn more about using Scratch and supporting computational thinking in the classroom and other learning environments.

The workshop, which is free, begins on Monday, June 3 and ends on Friday, July 12. Check out the FAQ for more information about this learning experience.

Creative Computing is facilitated by members of the ScratchEd Team at Harvard University, and has been made possible with funding from the CS4HS program at Google.

The video makes it sound exciting and very worthwhile. Give it a go!

Image: cc licensed ( BY ) flickr photo shared by jenny downing

Picture panic!

Back to blogging, and of course one of my ‘go to’ tools is my FlickrCC Attribution Helper.

Heart-stopping moment is over – my Greasemonkey script wasn’t working!!  Luckily all it was – I was due for an update. If you want to learn more about this really cool tool from my pal CogDog then read about GreaseMonkey and Flickr for the Adventurous.

Alan tells us more about his latest coding venture and fix (and the story behind it all) of the script Flickr CC Attribution Helper Fixed.

Check out Find Free Images Online for other image source and management ideas.

Trust me, things will never be the same!  Love your work Alan!

Australian national 13 Project helping kids stay safe online

Library associations across Australia have announced the 13 Project, to strengthen the participation of school library staff in schools’ efforts to help keep their students safer online.

Every parent fears their child being bullied, and cyber-bullying has added an extra layer to the threat. The 13 Project recognizes the special role of school libraries as a place where students often access online resources, and the opportunity library staff have to promote cyber-safety information.  The 13 Project complements other school initiatives to deal with cyber-safety by positioning school library staff as having an important role in keeping students safe online.

In November last year, School Education Minister Peter Garrett said, ‘A 2009 Edith Cowan University report on covert bullying gave us a staggering statistic: one in six students are bullied weekly. A quarter of students between Year 4 and Year 9 reported being bullied at least once over the few weeks the research was undertaken. One in five students has experienced some form of cyber-bullying. This means every family either has a child, or knows one, who is being bullied at school … No child should have to go through this.’

Through the 13 Project, school library teams will have access to web-based resources and information fact sheets to guide students and parents, and industry partner Softlink will be conducting research into school libraries and cyber-safety as part of its annual Australian School Library Survey.

13 Project partners include The Australian Library and Information Association (ALIA) and the  Australian School Library Association (ASLA). These are the only two library associations able to  represent school library interests at national level and by working in partnership are showing us the way forward in representing the profession. These two partners are joined by Softlink, a company which has been exclusively dedicated to the development and support of advanced integrated knowledge, content and library management solutions for school libraries for some 30 years. (Softlink is known for their support of school libraries through their annual survey and through their recent generous sponsorship of the discussion list for Australian Teacher Librarians at OZTL_NET).

The library associations are partnering with the Department of Broadband Communications and the Digital Economy for National Cybersafety Awareness Week, to promote being safe online through displays, events and activities right across the country. The campaign will roll out over 2013, with the main launch event taking place around National Cybersafety Awareness Week, starting on 20 May, 2013.

One activity that school libraries can be involved in is National Day of Action Against Bullying and Violence on 15 March http://www.bullyingnoway.gov.au/national-day/ Australian education authorities support this national day through the Safe and Supportive School Communities Project.

So why the name 13 Project?  The initiative takes its name from the year, 2013, the recommended minimum age for interaction with social media (Facebook), 13, and the launch date Friday 1 March 2013 (1/3/13).

I’m delighted to learn about this new initiative.  The work of our national library associations, ALIA and ASLA, is vital to the futures of our school libraries. It is the role of these two organizations to foster and promote the future of school libraries.

No state, regional or lobby group should ever work in isolation from these two significant associations. School libraries and teacher librarians need our national associations now more than ever. 

Image:Girls sharing cc licensed ( BY NC ND ) flickr photo shared by jasonstaten

Principles for library eLending

"Let me see, let me see; is not the leaf turn'd down Where I left reading? Here it is, I think."

IFLA (International Federation of Library Associations)  has launched a new set of resources relating to eBooks and libraries. Providing access to eBooks is one of the most pressing issues facing libraries right now.

The rise of commercial dissemination of written content in digital form has imposed a new and challenging reality for libraries, publishers, authors and readers. Evolving and escalating changes in reader expectations fuelled by technological change are threatening traditional service delivery and business models.

The IFLA Principles for Library eLending is based on the assumption that it is necessary for libraries and publishers/authors to negotiate a range of reasonable terms and conditions for the licensing of eBooks to libraries which allows them to fulfil their mission of guaranteeing access to knowledge and information for their communities.

The principles below are intended to help all library professionals seeking to provide downloadable eBook content to their users, and are broadly drafted to maintain relevance across IFLA’s 150 member countries.

Principles for the Licensing/Purchase and Use of eBooks in Libraries

1.    Libraries should be able to license and/or purchase all commercially available eBooks under a variety of terms and conditions dependent upon the nature of the work and the rights provided to libraries and their users such as:

  • Number of simultaneous users
  • The period of time the library has the right to make the eBook available.
  • The option of outright purchase with permanent availability1
  • A limit on the total number of loans permitted
  • Publication date and retail sales.2

2.    Given a mutual respect for copyright on the part of libraries and rightsholders, any eBook licensing/purchase options offered to libraries must respect copyright limitations and exceptions available to libraries and their users in legislation including if applicable:

  • The right to copy a portion of the work
  • Reformat the work for preservation purposes if it is licensed or purchased for permanent access
  • Provide an interlibrary loan copy
  • Re-format a work to enable print disabled access

Libraries should have the right to bypass a technological protection measure for the purpose of exercising any non-infringing purposes.

3.    eBooks available from libraries should be usable on all commonly available eReading devices.

4.    Libraries and library users must be able to control the use of a user’s personal information including their library digital reading choices.

5.    When publishers and/or authors and/or resellers withhold library access to eBooks, national legislation should require such access under reasonable terms and conditions

  • Full Version [Word]
  • Full Version [PDF]

Image: Let me see