The NSW (Australia) Department of Education and Training provides an information-packed portal on School Libraries and Information Literacy for teacher-librarians, principals, school assistants, and those interested in collaborative teaching and school libraries supporting ICT and literacy.
They have reviewed the ‘look’ of the Information Process Summary – and the full document will be re-published soon. You may like to pick up ideas from this site from time to time.
This is a great encapsulation of the OCLC Symposium: How do we operate as educators and information professionals? If you haven’t joined the conversation, or become part of the action, then it really is time to start.
We need to learn how to experience these technologies and put them into practice!
Click on the link to go to YouTube – the owner of the video does not allow this video to be embedded into a blog!
This is the 3-minute version of the most recent OCLC Symposium at ALA Midwinter 2007. More than 400 people attended this discussion of social networking practices and trends on January 19, 2007 in Seattle, Washington. Michael Stephens, Instructor, Graduate School of Library and Information Science at Dominican University and author of Web 2.0 & Libraries: Best Practices for Social Software, was moderator. The expert panel included: Howard Rheingold, a leading thinker on the cultural, social and political implications of communications media and virtual communities; danah boyd, PhD candidate at the School of Information at the University of California, Berkeley and Fellow at the University of Southern California’s Annenberg Center for Communications; and Marc Smith, Senior Research Sociologist, who leads the Community Technologies Group at Microsoft Research. The full video (2:23:19) can be viewed at http://www.oclc.org/index/symposium
At the beginning of the year, Will Richardson commented on his lack of enthusiasm for 2007. The problem seems to be (amongst other things) a lack of progress in relation to changes in classroom pedagogy and Web 2.0-style 21st century learning.
While I sympathise with his frustrations (he IS an evangelist), I also consider that it will
only be our evolving understanding of these contexts that will make 21st century learning work.
For example: the debate in 2006 around the value of Wikipedia as a significant online knowledge resource. There were those who insisted that Wikipedia showed the way of the future. There were others who spoke about the significance of this collaborative model. Just a few spoke about problems. While stuck in this debate, the real issue remained untouched – a shift of control!
Where is ‘judgement’, and what are we doing to create learning that promotes ‘judgement’? Learners need to be engaged in activities at a level of deep understanding about why or what they are trying to learn. So what did you tell your students about the value of, and use of, Wikipedia within their learning? Have you praised it’s value?
John Connell, in Fact and Fiction and Wikipedia shared a ‘must read’, salutory experience with Wikipedia from Joe, an authority on John Donne. This is the real Wikipedia – valuable, and invaluable at the same time! Judgement needed at all times – the kind of ‘judgement‘ that is nurtured by information professionals.
All the promotion of Web 2.0-style learning will not change anything really – I guess the source of Will’s ‘down‘ moment – unless we include ‘judgement‘ in the mix. This is where regular Web 2.0 evangelists don’t quite ‘get it’.
What do I mean? I mean the whole idea of searching for information, comparing, contrasting, and synthesising, and engaging deeply, and if needed, slowly in the way that Geetha Narayanan has shown us has great value. I would throw literacy and reading into the mix as well.
But for now, I suggest that Web 2.0 envangelists must consider a more proactive approach to ‘judgement‘ in Web 2.0, built on good searching and sourcing of knowledge components – otherwise we are in danger of building global parochialism!
So…… go and learn more about the Web 2.0 tools of searching. You could start with the Top 100 Alternative Search Engines.
Go learn how to motivate and challenge learners by supporting students online and offline in their information-seeking behaviour . Read They Might Be Gurus – a good-humoured account of the strengths and weaknesses of teen researchers and you’ll get my drift.
Then consider how you will foster ‘judgement‘.
Our kids need to think deeply and think well in a Web 2.0 world.
Michael Habib’s Masters Thesis: Academic Library 2.0
This is the Real McCoy!
I’ve just fininshed doing a batch of marking for Master’s students whose task it was to create pathways and electronic information packets for a chosen audience, and to analyse the development and implementation of these ……..and, well, they were nice ………. but not within ‘cooee‘ of what you can read in Michael Habib’s Masters Thesis for his MLS, which is available for download at http://etd.ils.unc.edu/dspace/handle/1901/356
I’ve read through the paper twice, and was thrilled by two things.
The definition of Library 2.0 (and it’s purpose) is grounded in its roots in Web 2.0. Read 
Michael’s paper as it is a great overview of Web 2.0, as well as being something of a compass for navigating ourselves through to a new future.
Of relevance to Australians is Michael’s discussion of intellectual freedom and knowledge usage.
He says:
…librarians have always trusted that the majority of their users strive to distinguish that which is good and true. This is the foundation of the principles of democracy, academic scholarship, and intellectual freedom. However, Academic Library 2.0 demands a more explicit trust in the majority. This explicit trust necessary for Library 2.0 is rooted in the principles of academic scholarship and intellectual freedom.
…..Information literacy classes would instruct students and faculty in the use of these and other Web 2.0 services. Instruction would also teach students about responsible content creation. This would include teaching them about intellectual property so that they could maintain appropriate control over their contributions
Michael also pushes more possibilities, e.g.
….An API would also be available to allow students and faculty to develop mashups of library system datasets and other datasets.
….A built in RSS reader would enable students to pull in data from various sources such as a friend’s favorites or new recommended materials. This would present students with a snapshot of what is occurring in their areas of study.
The thesis represents a good review of the Web 2.0 literature related to libraries, and poses some good ideas and templates. Michael plans to develop an Acadmic Library 2.0 Wiki to continue the conversation.
Good one Michael!! Congratualtions on making it to the end 🙂
Comments are welcome at his post: http://mchabib.blogspot.com/2006/11/toward-academic-library-20-developme
Recently we held a 1-day mini-conference looking at the issue of learning – in new spaces with new tools. Our keynote speaker, Leanne Cameron from the Teacher Education Program Instructional Technology Centre, Macquarie University , presented some thought-provoking ideas about kids learning, and the changes they have made in adapting to the learning modes of digitally native tertiary students. Changing Learning space design, incorporating digital tools, and a 24/7 approach to learning was what it was all about. Of particular interest was the physical changes of classroom environments and resulting assessment tools – e.g. use of chat as an assessment tool.
Even just one example shows the changes possible if we use web 2.0 tools in a blended way to support learning.
For instance, running chat discussions and learning frameworks via the LAMS system, offered innovative opportunities.
..three chat sessions of the prescribed readings accounted for 20% of the total marks (and will be lifted to 25% in 2006); authoring of a LAMS sequence was compulsory, but marked only as pass or fail, with an accompanying analysis and reflection of the pedagogical design worth 35%.over a topic allows remote access, and for the teacher leader, provides a ‘transcript’ of conversations far more powerful than the usual groupwork method – particularly when tied to assessment processes.
Discussion about the changes needed in creating a Library 2.0 environment was the natural extension of these changes being noted in student learning needs.
In the blogosphere these conversations are being had all the time. I recently picked up the Conversation about the Future of Libraries from David Warlick – check out the podcast and circulate it to your colleagues. We need to keep this conversation happening.
Leanne also showed us the future automated system at Macquarie uni library for storage and delivery of books. Remember the old stacks that postgrads used to use? Catch the concept at Sonoma University Automated Retrieval System. The retrieval system provides quick access to an additional 750,000 items housed in a three-story, computer-managed shelving system located within the library building.
So where does that leave us with information management? and access to knowledge repositories? and building wise connections from what we read online or off, and as we engage with others?
On this topic I was much taken by Dave Pollard’s Adding Meaning and Value to Information. Let’s take it from another angle – the real world rather than the school world that educators seem to live in – though not our digitally native kids!
He shows us a great table exploring how we make what is written down more meaningful, more valuable. Whether online or off, this is what it is about isn’t it? He then draws an example of the cognitive and metacognitive pathway of that process.
Finally he says:
The great challenge in this task is enlightening management — the majority of executives still seem to see IT as a means to disintermediate information and get rid of the Information Professional role entirely. It has been my experience that no one in the modern organization is as under-utilized and under-appreciated as the information professional.
OK – can you hear the highly relevant echos of this sentiment in our schools?
Another librarian in comics, this time The Librarian, from the made-for-TV movie, Return to King Solomon’s Mines.
Flynn Carson, guardian of mystical artifacts scattered throughout world history! Originally appearing in the hugely popular made-for-cable film “The Librarian: Quest for the Spear”, Carson is back and this time his mission is to prevent the powerful Key of Solomon from falling into the hands of a ruthless warlord! He is joined in his quest by Emily Davenport, a beautiful fellow scientist who may be his only hope to locate the legendary Mines of King Solomon before it is too late!
Not to be outdone by movies and comics, we also have the microsoft powered LiveSearch of Ms Dewey – leaving many of us wondering if this new interface actually works!
Take a look and enjoy!
But it does have potential doesn’t it? in making the knowledge work of information seeking fun in the first instance and bringing a new interface to searching which just might hook kids?
It is a real ‘information’ problem – a globe of information – and the only discussion in some circles revolves around how to engage students with use of technology tools, forgetting that engagement involves cognitive and affective domains – i.e. I seek, I get confused, I want help, I don’t undersand, etc. While it is vital to learn to integrate technology and Web 2.0 thinking, it is also a gross error to assume that using technology = using our intelligence to full capacity.
Human knowledge is complex and requires deep thinking – and sometimes a deep capacity to search, find, sort and synthesise information, viewpoints and knowledge. 21st century wisdom builds on all that came before.
Let’s not forget the cognitive dimension of Web 2.0 and technology integration – and lets have fun with Ms Dewey and King Solomon’s mines.
Recent read of Teaching.Hacks through my Bloglines aggregator (how much is there to catch up on!!) has brought an excellent tool to my attention – I am thrilled with the move to Wiki of the Teaching Hacks resource. Check it out right here.
I plan to add this Wiki to my PD toolkit. Useful points to highlight:
Any comments go directly to the blog which you will find here.
In addition, Quentin of Teaching.Hacks talked about Risk Taking Educators and Web 2.0.
” I am curious if those educators who are willing to post to blogs, collaborate in wikis, and generally participate in the read/write web are more likely to take risks than other educators. I’m thinking that I would see a strong correlation, but you never know.
I thought I would create an informal survey and base it on Gene Calvert’s Risk Attitudes Inventory.”
You might consider taking part in the survey.
I have been reading with interest the discussions on OZTL_NET about 'cut and paste – a research skill'. Opinions have varied about appropriate strategies to encourage critical examination of information, and best use of technology to facilitate gathering and analysing information. Concensus seems to support good use of Word and a web browser to achieve the required result.
The post from Barbara Combes from the School of Computer and Information Science at Edith Cowan University is worth sharing on this topic before pointing out future possibilities.
From Barbara:
How to be smart technology users and take notes?
Students are instructed to open a word document as well as the website.
First action – in the word doc create your bibliographic entry using whatever style your school endorses.
Second action – alt-tab to switch to the website. Copy and paste if you need to by copying, alt-tab to the word doc and paste. HIGHLIGHT the copied text to indicate that these are not your words.
Third action – underneath the copied text/graphic write a commentary -why did you copy it? What does it say? Why is it relevant to your studytopic. Why is this piece of information important.
Fourth action – all notes MUST be handed in as a portfolio with the final copy of the assignment AND these are included in the assessment rubric, along with the bibliographic data.
Two main criteria of the assessment rubric:
1. You MUST indicate the depth and breadth of your research by using intext referencing and an end of text reference list.
2. You MUST indicate your understandings by using your own words.If you fail to meet these 2 criteria then the assignment is worth NOTHING. It is only a collection of someone else's words and understandings. All the student has demonstrated is the skill to cut and paste using a keyboard.Students have a copy of the rubric BEFORE they begin the assignment (it is not supposed to be a mystery) and take time to ensure that they clearly understand what they have to do, expectations and consequences.
In other words – throw the responsibility for their learning back to the student. Professional development and the backing of your administration as a whole school approach is the only way to ensure that this approach will work and that studentswill learn how to use technology appropriately, efficiently andeffectively. Ask the teachers what they are assessing – student outcomesand undertandings or the ability to cut and paste?
Future developments will take the essence of this approach further, and be far more flexible, intutitive and embedded in best research practice of information professionals.
From the Centre of History and Media of George Mason University comes news of the 'educated browser' FireFox Scholar. According to this report the Web browser, the premier platform for research now and in the future, will achieve the kind of functionality that the users of libraries and museums would expect in an age of exponentially increasing digitization of their holdings,
" We are calling the project SmartFox: The Scholar's Web Browser, and it will enable the rich use of library and museum web collections with no cost—either in dollars, or probably more importantly, in secondary technical costs related to their web servers–to institutions. This set of tools will be downloadable and installable on any of the major open-source browsers related to the increasingly popular Firefox web browser: Firefox itself, Mozilla, and the latest versions of Netscape and the AOL browser (all based on the Firefox code base). SmartFox will enable users, with a single click, to grab a citation to a book, journal article, archival document, or museum object and store it in their browser. Researchers will then be able to take notes on the reference, link that reference to others, and organize both the metadata and annotations in ways that will greatly enhance the usefulness of, and the great investment of time and money in, the electronic collections of museums and libraries."
Read the full report here. It is also worth exploring some of their other tools here.
There is a lot of discussion around the Blogosphere about developments in RSS news readers, and ways to gather information. Seems to me that the whole notion of how we gather our ‘info-feeds’ is something that we should be looking at as an aspect of information literacy – particularly in the context of what we are doing in education. Need to do some digging on this.
Meanwhile, feed readers continue to develop, though the vote is still out on what the final and best solution will be.
” News readers are becoming more and more indispensable as people turn to blogs for their news – and even major news sites are making increasing use of RSS feeds. Being able to take that content wherever you go – online or offline, is going to become very important.”
Read Rich RSS Readers: best of breed picks from Richard McManus to understand your options, and perhaps review your choices.
A quick post from the Information Literacy Weblog alerts us to an interesting report from Future Lab:Social software and learning. FutureLab stands apart for the level of innovation in their work in education.
This paper is one of the best papers I have read about social software and learning. The issues raised are significant, and grounded in the understanding that there is "a shift in the nature of knowledge and how knowledge is being created and organised." There are "new ways of working, living and learning outside of school. We see the emergence of new forms of interaction mediated by technology." As is to be expected from FutureLab, the paper is comprehensive, easy to follow, and for those new to the ideas, the paper provides explanations of the terms, commentary, useful links & references.
Link to FutureLab and the publication here.
judyoconnell.com 