While adults continue to debate technology, innovation and the future of learning in our schools, there are kids who are just getting on with it. Step aside and help. You will build the future faster that way!
I’d like to think that all teachers and librarians are clever enough to know how to work well with images to promote creativity in learning. My post-grad students working on Digital Citizenship in Schools have just completed a phase of their learning that included an investigation of how to find and use images in their work using free images online, and even using Greasemonkey and Flickr to speed up their image attribution. Media literacy is an important part of digital learning environments.
Media literacy education helps people of all ages to be critical thinkers, effective communicators, and active citizens. Media literacy is the capacity to access, analyze, evaluate, and communicate messages in a wide variety of forms. This expanded conceptualization of literacy responds to the demands of cultural participation in the twenty-first century. Like literacy in general, media literacy includes both receptive and productive dimensions, encompassing critical analysis and communication skills, particularly in relationship to mass media, popular culture, and digital media. Like literacy in general, media literacy is applied in a wide variety of contexts—when watching television or reading newspapers, for example, or when posting commentary to a blog. Indeed, media literacy is implicated everywhere one encounters information and entertainment content. And like literacy in general, media literacy can be taught and learned. Using images is just one aspect of media literacy educaiton – but none-the-less a vital one. Media literacy education can flourish only with a robust understanding of fair use.
Fair use in education means that educators and learners often make use of copyrighted materials that stand ‘outside’ the general use e.g. in the classroom, at a conference or within a school-wide setting. When this takes place within school fair use indicates flexibility. Each country has it’s own specific rules and regulations that apply to copyright. But for teachers, the aim should be not to teach or bend rigid rules, but rather to promote media literacy in action and help students learn HOW to use media to empower their work, and promote a creative commons approach to sharing and mashup works.
For this reason I was excited AND disappointed with the newest enhancement to Google Images, mainly because in my experience teachers have continued to turn a blind eye in this area of media literacy action. Google has announced you can now sort Google Images by subject.
To see this in action, go to Google Images, conduct a search and look on the left hand side for the search option. Directly under the “More” link, you will find the default sort option set to “by relevance,” click on the “Sort by subject.” The results will then shift and group images by subject topic.
Decorating print and digital material with google images is pretty standard amongst kids – no attribution, no use of creative commons materials etc. Your students may be different – but I’m considering the general norm that I have seen, and now the job just got easier!
What interested me most though was watching the video about this new feature. Notice how they’ve cleverly ‘covered’ the value of this new feature? You’d use this feature to help you understand a topic better? pick a better dog! and perhaps add a nice image to presentation at school?
Sorting just made searching a lot more visual. Yes. No mention of copyright, creative commons, fair use. No mention of th Advanced Image Search, and the option to filter by license. So there are rules…and they did not promote breaking them. But they did leave the rest of the job up to us!
OK – so I guess it’s up to teachers and teacher librarians to get the fair use message across, as part of our media literacy education.
Will you stop turning a blind eye now?
- Introducing Your Child to the Arts: Media Literacy (education.com)
It’s worth stopping and thinking back to some of the most exciting times in your learning life – to feel once again that cognitive buzz that energized your spirit and made you want to know more. I mean something deep, visceral, urgent, demanding – like a child building and rebuilding a set of blocks with persistent fascination. What have these learning moments been for you?
I still feel the utter disappointment of having found only dried macaroni inside the rocking clown that I demolished. I have so many memories from when I was a kid that remain charged with positive frustration (learning) and wonderful, sizzling amazement. How many of them can I attribute to a learning experience as a by-product of formal education? How many can you? Honestly! What about our learners in schools today?
Learning and knowing cannot be separated, and relies on transactions and interactions with information. However, different people, when presented with exactly the same information in exactly the same way, will learn different things. Most models of education and learning have almost no tolerance for this kind of thing. As a result, teaching tends to focus on eliminating the source of the problem: the student’s imagination!
The purpose of education is surely about cultivating the imagination, for without imagination there would be no knowledge, no development, no scientific discovery, nothing. Most of us at some stage in our lives have had the thrilling experience of seeing a new solution to a problem, not necessarily in lofty theories of the professional world, but perhaps in making something, or cooking, or gaming, or solving a social conundrum. You don’t have to be Einstein to experience that wonderful feeling of a strong sense of uniqueness through a new insight or idea – making a connection that you’ve never made before.
For me, this is the challenge and purpose of education – nurturing ‘eureka’ moments for every kid. Not only are Eureka moments extremely exciting, they also reinforce an inner conviction of being special, someone worth having around.
So when it comes to our digital environment, we must work with existing and emerging media tools to promote creative and reflective learning. The challenge is to go beyond the constraints of the classroom and to push the understanding of what is possible. You only have to look at projects like the Flat Classroom Project to appreciate the possibilities.
No-one likes to grow old – but hiding in the 20th century mindset won’t stop you aging!! In fact it will definitely give you digital dementia, and simultaneously disenfranchise your student’s right to learn at the same time.
It’s time to go beyond worksheets, pathfinders, and lock-step learning. We’ve been saying it for years now, but many schools still ‘throttle’ young minds with essays, exams, cross-form marking and more. It’s not curriculum that’s the mind killer – it’s what teachers do, or are forced to do with it that’s the problem.
I wonder what you could do today to unlock learning and energize the minds of your students? Eureka!
Effective working now requires an employee to recognize what information is required, to know how to seek out that information, evaluate it’s relevance and reliability, and to be able to translate that information into learning and actionable tasks. And this evaluation needs to be done constantly and consistently throughout an individuals career. Employers now have to accept that learning is an essential part of being able to get the job done – learning IS work.
Oh – at last! It’s worth reading perspectives from beyond the hallowed halls of education – after all, that’s where our students are all heading in some way or another.
The rest of the post also has further gems in it.
It was an amazing night! Why? Well it was ‘special’ for a number of reasons. I was the main editor of the production this year, along with my wonderful Teacher Librarian colleague Kirsten Reim (who wrote a wonderful editorial for me), supported by my ever efficient library team. We came to the job a little late this year, so it was a complete scramble to the end, making sure that everything was as right as possible. So much writing, so much art, so many decisions about layout and presentation. It was an amazing and rewarding experience to be able to work on a publication that showcases the work of our students who have the courage to speak up in artistic forms.
Author Brian Caswell provided the judging of the student’s literary works. Brian was Writer in Residence at the College earlier in the year. Brian’s comments for each item he chose for an award are worth reading – so much so, that this year I included the judge’s comments within the publication itself as a record of achievement for the students.
Kids of Dreams was launched on Friday 19th November with the help of my talented Twitter friend Mark Pesce (inventor, writer, theorist, panelist on #newinventors, obsessed with language, communication, social networks). I was able to tell the audience that Mark was the first VIP guest to come to the College as a result of an invitation arranged through Twitter!
Mark provided an inspirational keynote/official launch presentation – and focussed on the power of creativity to drive our learning and thinking. Creativity and inspiration is inside us all, and around us every day. How we harness these talents and opportunities is up to us, and how we share them with others is the key to change and development of value in all we do.
Hey! I never thought I would be MC at an event with Mark!! Thanks very much Mark for making out 21st celebration a stunning success.
“I swear I wasn’t smoking anything. But I might as well have been”… is a tantalising statement in an article from Harvard Business Review earlier this year on How (and Why) to Stop Multitasking. To quote:
A study showed that people distracted by incoming email and phone calls saw a 10-point fall in their IQs. What’s the impact of a 10-point drop? The same as losing a night of sleep. More than twice the effect of smoking marijuana. Doing several things at once is a trick we play on ourselves, thinking we’re getting more done. In reality, our productivity goes down by as much as 40%. We don’t actually multitask. We switch-task, rapidly shifting from one thing to another, interrupting ourselves unproductively, and losing time in the process. You might think you’re different, that you’ve done it so much you’ve become good at it. Practice makes perfect and all that. But you’d be wrong. Research shows that heavy multitaskers are less competent at doing several things at once than light multitaskers. In other words, in contrast to almost everything else in your life, the more you multitask, the worse you are at it. Practice, in this case, works against you.
The value of this article hit home for me yesterday when I read 7 Powerful Reasons Why You Should Write Things Down. I’ve not read Henrik Edberg’s book – could be good or bad for all I know.
But I do like some of the sentiments he expressed, particularly when I think about multi-tasking, and the use of technology. I do believe that educators have to stop and think a little about how important it is to promote reflective writing in our students. There is very good value in stopping and thinking AND there is still very good value in stopping and thinking with a pen and paper.
Well, of course, I’m not pushing against technology so much as pushing for technology melded with the a form of technology that is less conducive to multitasking – i.e. writing on paper. It’s about capturing ideas. It can be about the tactile experience of writing those ideas down. Of focussing your full attention on the ideas as you write. Of letting those ideas rest. Of crafting and making by hand something that is an expression of our own thinking.
I liked some of these concepts shared by Henrik too:
Unloading your mental RAM. When you don’t occupy your mind with having to remember every little thing you become less stressed and it becomes easier to think clearly. This is, in my opinion, one of the most important reasons to write things down.
Clearer thinking. If you want to solve a problem it can be helpful to write down your thoughts, facts and feelings about it. Then you don’t have to use your for mind for remembering, you can instead use it to think more clearly. Having it all written down gives you an overview and makes it easier to find new connections that can help you solve the problem.
Perhaps I’m just reflecting my age – or reflecting the values of an age that we shouldn’t lose just because we love technology!
My kids always wrote journals for their holidays and some of these are the nicest things we have to remember who they were when they were young. While I love to see and hear about the amazing feats of students who excel in virtual worlds, gaming and the like – I personally still stake a lot of value in the slow, deep, and reflective practice of writing.
The trick is to allow our students to have the time to acquire the habit and the skill of writing for pleasure, relaxation, reflection and learning. Sadly, I feel that schooling has slammed the door shut on this most wonderful of capabilities.
- A Case for Singletasking: The One-Task-At-a-Time Method [Focus] (lifehacker.com)
- Two kinds of multitasking (johndcook.com)
- Why multitasking is worse than getting high (lotpotoa.wordpress.com)
The conference “Exploring Excellence” hosted by the International Society for Technology in Education is of a scale and variety that is never experienced here in Australia. Amazingly this conference gets underway a good day before the official launch.
Edubloggercon2010 was (as always) a totally crowd-sourced “unconference” event – built in the lead up to Saturday on a wiki, then finally voted upon and organized at the start of the day for the full day’s of busy activities. A list of of the shared link. My completely favourite fun session is always the Web 2.0 smack down of new media tools. Check them out and what others are saying. We could really enjoy doing this for even longer than an hour – it’s just fabulous to get recommendations from practitioners. Overall, it is amazing to see such grassroots activity resulting in such quality information.
Thanks to Scott Merrik for hosting a lovely evening at his brother’s home. So nice to spend time with Virtual Worlds educators, and to experience a little of Denver home life. I remember the first time I met Scott in ISTE island a few years back – and for his welcoming patience to a ‘newbie’ SecondLifer.
The Opening Keynote on Sunday evening by Jean-François Rischard of the World Bank was a little disappointing – but the shared camaraderie of the crowd at the Bloggers Cafe certainly made up for this in spades. Nuts were shared, jokes were cracked, pictures were snapped, and Twitter humor abounded!
It’s my second trip to an ISTE international conference. It promises to be yet another inspirational conference. I met one wonderful teacher – three years in the profession, three conferences at which she presented, and engaged in amazing innovation at her school. What an inspiration!
Technology innovation is everywhere! Already we have heard from schools that are integrating iTouch devices and now iPads into their overall curriculum delivery. This is very different to Australian schools who are stumped by network issues. Perhaps more of us should be at conferences like this to bump innovation along by disseminating crowd-sourced solutions to similar problems. This is where a personal learning network comes into it’s own. Someone can always help provide ideas and solutions.
I’m looking forward to learning more, interacting with old friends and new, and being excited about the future of learning. The program ‘at a glance’ gives a peep into the possibilities at ISTE2010.
If you dropped into my session on Monday, here is my presentation for review.