Archives of Emailed Messages
S621 Audio and Video Sources - Spring 2010
Welcome to e-class! The Course Website contains all the resources for the course. Go to the Course Materials section to read the Syllabus, then explore the Calendar, Requirements and Checklist.
When you're ready to begin, work your way through the Course Guide. The guide is divided into three CourseQuests containing the required readings, assignments, and projects.
The course focuses on audio and video materials, collections, collection management, collection production, and collection use.
NOTE: If you are enrolled in this class, you should be receiving these messages emailed directly to you. If that is not the case, email your instructor larrjoh@gmail.com
S621 Kwicknote - April 20, 2010
ROOT2 FOLLOWUP
In my thinking, depth of thinking / understanding does not necessarily mean added length in a HelpDesk response. In other words, I believe we should strive to be as precise as possible while covering the important differences / issues related to any question. All of us are going to phrase / explain things in a slightly different way, but important that we recognize and understand the key 'root' information inherent in the situations.
As expected, almost everyone did well on this. Final one coming up soon. The calendar has Quiz3 being due on Monday, April 26th therefore I will open the Online HelpDesk activity for that by Wednesday, April 21st. Don't forget this one. Same procedures as the others.
For added understanding: Intershelving is not a wide-spread practice today. Some libraries did move to this in previous decades. Discussion is included in this course because the physical collections in most libraries today are rapidly changing. In the future, intershelving could possibly fit some situations. My experience with this concept has been that shelf space is not saved; in some instances items are packaged in larger sizes just so that they will be seen / not lost among the volumes. But conceptually there are some benefits to having all materials together - - and treating them the same as much as possible.
Guerrila video; shoot & use programs. For better understanding: guerilla videos are NOT the most commonly available video programs for k-12 or public video use; that would still be programming that was professionally produced. In other words, most video in schools and libraries is NOT locally produced. However when local production is done by schools or public libraries, then guerilla video is the common approach.
Podcasts - Item included because many people use and misuse the term podcast, using it for all types of audio programs that can be downloaded. However a true podcast is defined by its delivery being automatically downloaded (syndicated, subscribe to) by an RSS feed. This characteristic is the 'root' difference of a podcast, and one which many novices are not aware.
SCHOOL LIBRARY MONTH
The month of April is School LIbrary Month; this year marks the 25th anniversary of the observance. Every April school librarians are encouraged to create activities to help their school and local community celebrate the essential role that strong school library programs play in a student's education. And National Library Week is April 11th through the 17th. More information and ideas at:
http://www.ala.org/ala/mgrps/divs/aasl/aaslissues/slm/schoollibrary.cfm
http://www.ala.org/ala/aboutala/offices/pio/natlibraryweek/nlw.cfm
S621 Kwicknote - March 30, 2010
Hi gang,
As you may have noticed, this semester the course website has been "under construction." The American Library Association and others have made major revisions in their websites making many of the course links inaccessible. Unfortunately, I haven't always been able to get my updates posted before you need them. I want to thank the students who have been sending me suggestions and dead links. Many more of you must have noticed.
With the introduction of YouTube, Flip cameras, and high speed Internet, this course has seen many changes over the past few years. It's an exciting time to be involved with audio and video collections. Like road construction, there's never a good time to make updates. I apologize for the inconvenience this has caused. Because this course is offered each semester, it's difficult find a time for updating.
Over the past several days, I've reloaded revisions to all of the pages at the course website. You may need to press the REFRESH or RELOAD button on the web browser to see the new page. They all have a yellow sidebar and 2010 date at the bottom of the page as an indication that you are on the revised version. Again, thanks for your patience.
ROOT TWO
The second session for the Root activity is open to you. Identical procedures as before, but different questions this time. The Root HelpDesk segment at the 'Original Test and Survey' section of Oncouse will be open for an entire week (About the same as before, but because I forgot to open that access yesterday as needed / opened today - this time you have until next Tuesday midnitght to get everything done). My expectations are that you will do even better this time in your analysis and followup discussions. No need to 'pad' your postings (2nd task) at Oncourse Forum for Root2, but do be sure to identify the 'root' issues and ideas connected to the scenario question.
PROJECTS
This Tuesday, Mar. 30th, was the day to have your Project2 http://eduscapes.com/seeds/course/guide3.html#p2 posted for the Peer Review process at Oncourse. Work together to improve the product, make sure that everything is covered, and raise everyone's score. Final version is due next Monday.
As soon as you can, turn attention to the final Project3 Collection Use http://eduscapes.com/seeds/course/guide4.html#p3
Project3 allows you even more latitude in selecting, planning and shaping the final product. While the first project focussed on selecting and describing a specific collection of audio and video programs, your second was centered on your planning and developing a audio / video program, this one is on planning the use of video and audio programs. As you progressed through these required products, you began with a narrowly focussed and rather ridged task (mediagraphy), to one that allowed you to create and produce a small program - - this final product has even more flexibility to allow you to shape and fit to your personal and professional needs. But remember that anything you do needs to be focussed, the main components need to be about the use of audio and/or video materials (That is the focus of the course).
If any need a little more information related to planning activities for libraries, visit Planning Lessons and Activities
http://eduscapes.com/sms/overview/lessonplan.html
Back with you soon,
Larry
S621 Kwicknote - March 24, 2010
Hello,
ROOT ONE FOLLOWUP
Scores have been posted for your work on the Root1 activity. I examined both the Root1 Helpdesk (Original Test and Survey) responses and your subsequent analysis discussed in your posting to the Oncourse Forum section. Whether I judged your Helpdesk response as correct was NOT used in my scoring; however NOT identifying a key issue or idea in your analysis was considered an error. Scoring was based upon whether you discussed/recognized the 'root' issues / ideas that distinguish each case scenario; identified specifically where disagreement or omissions were involved and stated your resolved position.
Some of you mentioned the need to have face-to-face interaction, see non-verbal ques but that was not the identified scenario for this situation: "The Scenario - You are working the Online Helpdesk at" . . . . not a phone line, but online. Sure it is great to be able to interact with patrons, and as some of you noted, in a real situation one could have a series of exchanges. Given the situation / scenario, the answer prompts were designed as the first response to patrons. Another question or request for added information might occur. Today's libraries and their services are moving to being more virtual.
Some of you did not pick up on some of the important nuances for given situations; for example, the fact that MP3 music although it meets the expectations of most users, it is not a perfect reproduction of original music. MP3 file compression by necessity, any file compression, does limit some information that is recorded; there is loss - - this is important to be noted because strict audiophiles know the difference, and though they will likely not be asking the question of the HelpDesk (they know the answer), they can have the ear of some of our patrons. We need to be accurate.
Have fun with the remaining two Root exercises; they are set up in similar fashion - - just different questions coming from fictitious patron(s).
VIDEO CLIP OF THE WEEK
Take a quick break to look at a stunning video clip by filmmaker Cristobal Vila; a series of animations illustrating various mathematic principles. Begins with the Fibonacci sequence and continues to the Golden and Angle Ratios, the Delaunay Triangulation, and Voronoi Tessellations.
http://www.youtube.com/watch?v=kkGeOWYOFoA
C-SPAN VIDEO LIBRARY
It was recently announced that every C-SPAN program aired since 1987, now totaling over 160,000 hours, is now contained in the C-SPAN Archives and immediately accessible to users. Programs are recorded and stored from all three C-SPAN networks seven days a week, twenty-four hours a day. Programs are indexed by subject, speaker names, titles, affiliations, sponsors, committees, categories, formats, policy groups, keywords, and location. The congressional sessions and committee hearings are indexed by person with full-text. The video collection can be searched through the online Video Library.
http://www.c-spanvideo.org/videoLibrary/
SLM CONTEST VIDEOS
The 2010 School Library Month video contest is being held March 24-30, 2010. School librarians were encouraged to submit videos to AASL supporting the School Library Month theme "Communities thrive @ your library" and detailing how they help their school community "thrive." You can view the four finalists and if you are a member of AASL (American Association of School Librarians) you can vote for your favorite. The winning video will be announced in the SLM weekly newsletter on April 5, 2010.
http://www.ala.org/ala/mgrps/divs/aasl/aaslissues/slm/videocontest/2010videocontest.cfm
S621 Update - March 14, 2010
Hello all,
Just wanted to thank everyone for your patience and understanding, as I worked through the 'squeeze' with my two courses (a few of you are in both) and began to catch up to your work. I have scored all of your Project1 Mediagraphies and have emailed the scores and my comments direct. As soon as I get back from the trip to Death Valley, leaving shortly, I will return to scoring.
DEBRIEFING ON PROJ1 - MEDIAGRAPHY
I enjoyed seeing your work; always interested in discovering the unique topics and the resources that are selected. Overall most everyone made a good or great start, but there were few stellar documents - - by stellar, I mean work that met and exceeded all identified requirements in the assignment. Many of you overlooked details here or there, left out some element, or did not meet all of the requirements in the assignment.
Just a few general remarks: Thanks for your efforts and completed work; you pulled together and assembled a unique collection. In scoring I closely follow the criteria identified in the guidelines of each assignment. I looked to see if you clearly identified the elements required in explicit, clear statements. No need for filler, padding, or explanations that are not directly connected to your topic.
Narrow the topic. Some of you had a topic that could be a life-time study or one that covers a year-long scope; i.e., topics like U.S. History or even Utah History, Mammals, etc. are just way too large. There are tons of materials and not a good way of finding the best of the best. Rather than mammals, narrow down to Pikas and then find the best materials on that little furry mountain animal. Much easier to expand topic if needed than to convince me that you have completed a comprehensive / exhaustive analysis for a larger content area.
Audience: Identify the primary group for whom this document / work was intended. This also is a 'tightening' process because then you are selecting materials for a specific group. One size does not fit all; consider age / grade level, reading level, interest, etc. Identify the primary audience, that's the main group this document is aimed toward, and recognize that materials do not work for young adult, middle, intermediate, primary, and pre-school / age users and adults all together. Items aimed at one of those specific groups need to be worded and designed for their interest. If your audience is adult, then word and construct the materials for their interest and abilities. Direct the work totally to your audience and keep in mind that if you do that well, it will be useful to a wider, more global audience, people with the same or similar needs, interests, and abilities. All that is needed is a brief, concise statement: The intended audience for the Digerdaroos Mediagraphy are senior citizens, retirees (generally males but some females, age 60 something or older) who are attending the Old Geezer Workshop at the Fremont Public Library.
Purpose / need: Why is this mediagraphy needed by your identified audience? Just state that this mediagraphy on Digerdaroos is needed by K-12 or whatever users because blah, blah, and blah - - that senior citizens and retirees are increasingly interested in digerdaroos, that they want to see what they look like and how they operate, some are collecting them, and need to know how to feed and care for them, and so on. If you can identify 2 or 3 solid needs, then you have confirmed that your mediagraphy is useful. Don't talk around the subjects or ramble about. Rather first get in mind why this Digerdaroos mediagraphy is needed by someone. Be specific, be clear and fit the pieces into place within the introductory components.
Selection Criteria: What characteristics of the materials examined were used to select them for your collection? Is is because they were the first ones you found? - - just kidding (8-). I do want to know the specific measures related to your selected materials; i.e., things age appropriateness, accuracy of the information, level of interest, quality of audio and video, sequence of material, etc. I'm looking for you to explain or the basis of your choices. Bulleted or numbered lists of criteria statements work well here.
The above 'introductory elements' are very much like a proposal. Any activity or project needs a firm foundation, and when on the job - something like the above section is combined with a list of goals / objectives, a few strategies, and is often taken before governing or administrative boards. Decisions of whether to support or give the go-ahead to such ideas is usually based upon the attention and content provided. If there are lots of gaps and issues and ideas that are not considered, then support for the ideas may not be given. And once you have these clear-cut starting points, the other parts of the endeavor fall more easily in place.
Also for all materials in your mediagraphy, I wanted to see as alike or similar treatment in your bibliographic information. That is I'm looking for your document layout and content to have a 'sameness' in look - - book, CD, DVD, website, software, etc. . . . everything treated alike as possible. That's laid-out about the same, information in same location, similar size images if used, reviews edited (excerpted) or kept to about the same length and so on. Why not? If these resources have been carefully selected to meet recognized needs and fit to an identified audience, then they should be of near equal value. Provide the information, organize and present in an equal and unbiased manner, and the user can then make appropriate choices.
MARC record - Pleased to see that most of you recognized that the MARC record really did not fit with the bibliography. Its only purpose was to have you find one and begin to see some of the characteristics, hopefully compare it to a record for print materials. A few of you missed the requirement that the MARC record was to be for one of the audio or video items in your collection. Remember, that is the focus of this course! I do not like to see people miss the easy points just by not following or seeing the requirements clearly. If ever in doubt about requirements, criterial for the assignment - - check with me and I will try to rephrase so that it makes sense.
All of you made great strides in completing the project; however with attention to some of these issues you can move your work to being a good or great start to truly being an outstanding product that will be more useful to a larger audience.
Some words too about layout and design of your documents. But first - before that, I appreciate the fact that many of you may have been using Googlesites, Wikispaces, or other webspace for the first time, or at least the first time in this manner. Now that you have some experience, most of you are ready for the next steps. With design, it's best to apply the KIS principle. Keep It Simple. That is, layout your document content consistently; make it clean, simple and do not overdo things. Use two or three typefaces (I usually stick to 2, one for body and another for headings). Bold is a different typeface than regular. Use two or three font sizes (Again 2 works best for me). Take it easy too on colors: white is a color, works well for page and screen backgrounds, or if you have to have a background other than white - usually think light / pastel. Avoid garish combinations such as dark letters on a dark background; also avoid the bright, vibrant colors that 'shimmer' in front of some eyes. Ensure that the typefont sizes and colors (type and backgrounds) that you use make for an easily-read document. Finally, before throwing images into the mix, ask are they directly related to your content, to the message, to the information? If they are not, then don't use them. Again they would be extraneous filler and could mislead, give the wrong idea or message to users. Avoid the newbie mistakes of throwing in cutesy clipart and flashy colors that have no relationship to the topic-at-hand. In most design instances 'less is more.' The goal is to have a clean, professional document that is easy to read, to navigate, and that matches its content and messages to the interests and needs of the audience.
As you can tell, I was a little disappointed that so many missed a few points; left out things or may have not understood what was required. On the other hand, most of you did a good job, got the main ideas, and only missed a few points and partial points. There were a few outstanding projects that met and exceeded all expectations / far outdistanced the minimum criteria, work that surprised me with extended ideas, activities, and the scope of coverage. They were truly stellar, and if the individuals agree - - I will add them as examples of outstanding work completed this term. Finally my purpose in this debriefing is to point you toward better understanding of what I look for in evaluating the projects, in order that you will score the highest possible on your remaining two projects.
PEER REVIEW PROCESS
Important activity. Most of you posted one or two messages, added a resource, suggested a change. Some of you limited yourselves to only positive feedback. First, everyone's project could have been improved. Become familiar with the task requirements (criteria in the assignments), analyze the projects, and then provide suggestions for improving each other's final work. That can be more than here is another website, or You-Tube video (great if that is truly a stellar item that adds needed information to someone's project, that truly fills in a gap). Tell people when they have overlooked or maybe mis-interpreted the requirements, forgotten to include something, or ways that understanding and use could be improved. We have two more projects with a similar peer review requirement and to get a full score (peer review process scoring is strictly a subtractive one, that is you have points taken away for not fully completing), you must have at least two interactions / two different projects / two different people in the initial stage (with more than positive feedback) and one or two followup postings (after the final submission). Those followup postings can be in response to suggestions or made to totally new projects.
Peer review is a very useful collaboration process. Prepare, analyze the assigned tasks, critique the projects, and help each other raise your achievement levels. I'm fine with granting all the possible points if the criteria are met.
ISSUES CONTROLLING APPEARANCE OF TEXT
When copying and pasting text (here and in Oncourse forums), if you really want to control the sizes and fonts - - you need first to clean up the text code by taking it into a word processor (simple text processors like TextEdit on the Mac and Notepad on a Windows machines work fine), selecting all the text, and then converting it and saving it as a plain text file. Otherwise if you are copying and pasting from all over, you are bringing in all kinds of conflicting text coding that will be difficult to manipulate and control - - you will get random, unexpected and inconsistent results. Take control of the appearance.
Back with you soon,
lj
S621 Kwiknote - March 10, 2010
Hey gang,
Scores are posted online up through Sprout4; both the initial posting (2 pts. available) and replies / responses (1 pt). I am currently evaluating your Mediagraphies and will notify you when they are completed and online. Then back to a few more of your Sprouts and the Root1 activity.
Hope that you got the most possible out of the Root1 experience. This was a quiz without being a quiz or was it more of a quiz followed by quiz analysis. It's also the first time that I have used this particular strategy; I wanted to get away from traditional testing yet also check for understanding some of the course material. My scoring is based on your ability to ascertain the key concepts / ideas that distinguish each situation; that is can you identify the root characteristics that distinguish each question scenario. Does your answer and followup discussion clearly show that you understand the information related to the case scenario? The remaining two Root activities will be similar but have different questions.
MARCH 7-13 IS YALSA's TEEN TECH WEEK
This week is Teen Tech Week - - a national initiative of the Young Adult Library Services Association (YALSA) aimed at teens, their parents, educators and other concerned adults. The purpose of the initiative is to ensure that teens are competent and ethical users of technologies, especially those that are offered through libraries. Teen Tech Week encourages teens to use libraries’ non-print resources for education and recreation, and to recognize that librarians are qualified, trusted professionals in the field of information technology. The 2010 theme — Learn Create Share @ your library — is aimed at fostering teen creativity and positions the library as a physical and virtual place for safe exploration of the many types of technology available at libraries, including DVDs, music, gaming, video production, online homework help, social networking, tech workshops, audiobooks and more. Learn lots more about the library promotion of Teen Tech Week at http://www.ala.org/ala/mgrps/divs/yalsa/teentechweek/ttw10/home10.cfm from YALSA.
This event is a perfect match for this course's content. Remember too that it's an annual event; plan for next year.
PROJECT2: COLLECTION PRODUCTION
http://eduscapes.com/seeds/course/guide3.html#p2
Note that early in February more information was added to the instructions and guidelines for this assignment.
This second major project (20 pts.) is very different from the Mediagraphy. And it is more flexible; that is, you can shape it to better fit your professional needs. However everyone needs to have a project that involves them personally in the production of audio and/or video material. Also quality outweighs quantity. For example, a well-planned and created short audio or video clip (5 to 10 minute length; program length is not set) might be better than a long, long program; dependent on how it is to be used, what's it pupose, and the type audience it is to reach.
There are several different possibilities for types and levels of media production. You may come up with ideas that are not on the project outline. For example, someone might develop a creative demonstration project involving podcasts http://reviews.digitaltrends.com/guide/31/how-to-make-a-podcast My suggestion is to select a project that involves some new learning for you, that stretches your knowledge and abilities, and can be fit to meet class requirements. If the project can also meet an on-the-job need, the work will be even more relevant. When complete, the project is submitted via oncourse, The project includes both the finished production product and the planning / production report (You can include the plan / report document within the project itself, or attach a separate document to your Oncourse posting). As with the other projects, be sure to complete the first draft and have online in time to fully participate and gain the benefits of the Peer Review Process.
If any of you are planning to work together on this one (option), be sure to email me for some added instructions.
Finally, there is lots of online help for audio and video production. But the key is to find something that fits your needs and matches your abilities. If you need to bounce a project idea off someone, you can email me . . . I will get back to you as soon as possible. If my response is not helpful or not understood, come back again . . . make sure I was 'listening right' (8-).
In addition to the locations suggested suggested for Project2, you may use web space provided to all students at Oncourse. Another reminder that there is added information related to project storage on the Requirements page http://eduscapes.com/seeds/course/require.html
Finally one other reminder that inserting audio or video segment into PowerPoint will NOT meet requirements for this Project 2 assignment.
ADDED RESOURCES
Just in case someone is still looking for ideas for Proj2, here are a few more resources:
Creative Commons Podcasting Legal Guide http://wiki.creativecommons.org/Podcasting_Legal_Guide
This is a useful and informative guide to the legalities of podcasting, but as it mentions, "This Guide provides general information about legal topics but it is not a complete discussion of all legal issues that arise in relation to podcasting nor is it a substitute for legal advice."
Digital School Collection Teacher Resources at Adobe http://www.adobe.com/education/instruction/adsc/ and Listen Up http://www.listenup.org/
Adapt the ideas there even though some are written for a younger audience, others written for teachers, and you don't necessarily have to use an Adobe software. There are an almost unlimited number of project possibilities. You may want to incorporate one of the media hosting sites for part of your work; i.e., TeacherTube, YouTube, etc. - - there are lots of possiblities and no need to pay for space. Pick a task that fits your needs, if possible create a product that you can use, and pick a project that stretches your abilities / that causes you to learn a new and useful skill.
Another Idea - Consider creating a PSA (Public Service Announcement) for a library or a library program / initiative. Again you can find lots of online help:
(A) Public Service Announcements at Apple Learning Interchange http://edcommunity.apple.com/ali/story.php?itemID=195
(B Public Service Announcements: How Can We Make Them Effective?
http://www.thcu.ca/infoandresources/publications/Atkins_Effective_PSAs_ContentFeb01_Format_aug.03.pdf
Reminder that both podcasts and PSAs can be created as digital audio or video products.
Both the Mac and PC systems usually come with video editing software; iMovie (Mac) and Windows MovieMaker (PC)
Find more ideas, resources and help with audio and video at (Sites from another IUPUI webcourse):
High Tech Tools: Sounds http://eduscapes.com/hightech/tools/sounds/index.htm
High Tech Tools: Video http://eduscapes.com/hightech/tools/video/index.htm
FEW WORDS ABOUT SPROUT4
One strand had you looking at audiobooks; deciding whether they are as 'good as reading a book.' I'm not too worried about whether listening to an audiobook is considered 'reading.' Seems that the primary sense is shifting when one moves from reading text (print or online) to listening to spoken words. Again many people have preferences for reading and listening dependent on the conditions (situational), but for me the value of reading or listening are equal. Once you have listened to the audiobook, would you want to read the book? Maybe?, usually not - - except for something that is complex, detailed and where I would be rereading sections for understanding. I have re-listened to a audiobook too. We gain information and ideas in many different ways and forms. Preferences have been voiced for years (Consider the quotation at the bottom of this message).
My view related to the future of audiobooks is that physical forms of media are on their way out; rapidly being displaced by downloaded or streamed services. I know some of you are saying, "But we just got CDs or are in process of replacing our audiocassettes." Newspapers (a type of media) are being heavily impacted by online news, news blogs, etc. Netflicks is doing well, a few video rental stores are hanging on here and there, but on-demand video programming has arrived and is growing fast. CDs and Playaways may stay around for several years, but many libraries are currently subscribing to online services for audiobooks, music, and streamed media. This is already having a huge impact on libraries. Sure there are going to be exceptions and niche collections that remain. Learn more at:
Libraries and Readers Wade Into Digital Lending http://www.nytimes.com/2009/10/15/books/15libraries.html?_r=2
Problems with access, tech savvy as some of you termed it . . . will die off. It's amazing what people can learn, once they feel that they have to know. Look how Facebook has been taken over by 'geezers' my age (8-). Also many of the new technologies are becoming easier to use; some people are skipping right by to the newer technologies.
Examples:
Overdrive http://www.overdrive.com/
Provides infrastructure for distributing digital content; i.e., digital audiobooks, eBooks, music, and videos.
Stream Online Movies
http://streamonlinemovies.com/
Services like this are competing with on-demand programming through cable, phone lines, and wireless systems.
Also recommend reading Nathan Bransford recent article, "Don't Believe the E-book Skeptics" from the Huffington Post.
http://www.huffingtonpost.com/nathan-bransford/dont-believe-the-e-book-s_b_485984.html
READING PROMOTION VIDEO
Gotta Keep Reading flashmob at Ocoee Middle School
http://www.youtube.com/watch?v=x6D9jiEYxzs
PSAs and library promotions are good ways of using those audio and video production skills.
Keep up with the course readings, check the calendar, don't miss any deadlines. If you see a problem or cannot meet a scheduled assignment, communicate that ahead of time - - not after the fact.
Next week is Spring Break and Annette and I will be taking some time off. We are packing up the tent and camping gear; heading out this coming Sunday to Death Valley for some hiking and exploring there. Have been there a few times but not seen at this time of year and still have places to visit . . . don't know if the wildflowers will be in full bloom yet, but the desert should be beautiful this year.
Have a great remainder of the week. Be sure and contact me with any individual problems; I'm here to help . . . and I will get back to you as soon as possible, returning from the deserts of Death Valley on Thursday.
Dr. J
S621 Kwiknote - February 21, 2010
Hi gang,
I am grading work in this course now. Thanks for your patience last week. I am working first on your Sprout postings and will continue this week - - up to and through your Mediagraphies projects.
BTW we are still having an unusual Winter here in southern UT; starting early last Friday before dawn we have gotten close to a foot on new snow. It's beautiful, and I may have already mentioned that in this area, it is greatly appreciated. Our trees, streams, and lakes will benefit, especially if we have a slow Spring melt and can keep most of this water here. Chance for more snow tomorrow, and then we should clear up and warm to daytime temperatures in the thirties for the rest of this week. Locals say this is the most snow they have seen here in a few decades.
ROOT ONE
This coming week you have a two-part Root exercise assigned; everything due Monday Mar 1st. It is listed on your calendar as Root! Helpdesk Exercise. The first part - the open computer, open course materials online Helpdesk quiz is ready for you to complete. There is no time limit. But you do have to complete and submit in one setting, that is you cannot start and stop and return. Contrary to what is stated on the calendar the Root1 Helpdesk will be kept open all week; Find in in the 'Original Test and Survey' section of Oncourse.
The Scenario - You are working the Online Helpdesk at the 'Fungo Library System.' Your job is to respond to incoming questions from patrons in the best possible manner; that is provide them accurate information in as efficient and clear fashion as possible. Be reminded that Fungo's collections are focused on digital audio and video resources. You may take as long as needed to post your response (But your patrons want this information as soon as possible, and you must complete both tasks for this assignment within the Mon to Mon of this assigned week). The first task is to complete the Online Helpdesk session with your short answer responses.
After completing this Helpdesk session and submitting your short-answer responses, you will receive the Answer Prompts for each item. Then move on to the next portion of this Root exercise - - your Followup Discussion to be posted at the Root1 area setup within the Oncourse Forums. If anyone would like to have a copy of the Answer Prompts emailed directly to them just send me an request - - after you have completed the Online Helpdesk quiz at Oncourse. I will send them to you within 24 hours.
2nd task: Upon receiving the Answer Prompts for Root1, you are to compare those to your responses, assess how well you did on your first Helpdesk shift, and discuss which questions were the easiest and most difficult to answer. Identify why, your reasons and reasoning, and explain how your responses could be improved or how the question and or Answer Prompts might be re-framed, etc.
Your score (3 available points) will be based on the accuracy and insights provided in your analysis and explanations that you post in your Followup Discussion at Oncourse. Throughout the exercise you may use any and all print and online resources available to you (including the course website).
In addition don't forget the course readings online and another Sprout posting is also assigned this week (tomorrow) and another next week.
COURSE MATERIALS
I appreciate that a student pointed me to some pages in last week's readings that were in bad shape with broken links. I made lots of corrections and cleaned them up but unfortunately that was completed yesterday.
I will make you aware of the exact locations in case you return there during any of the Root exercises:
Censorship, Challenges, and Reconsideration http://eduscapes.com/seeds/management/censor.html (Few changes / corrections made)
Rating Systems, Labels, and Permission Slips http://eduscapes.com/seeds/management/censor2.html (Few changes)
Copyright and Licensing Issues http://eduscapes.com/seeds/management/copy.html (Page was in terrible shape, lots of changes)
DIAGNOSING PROBLEMS
Recently I've had a few students telling me of problems uploading materials to GoogleSites or Oncourse. Sometimes in explaining a problem, we make big jumps in analysis and come to wrong conclusions. I don't know of any way that Google or Oncourse can lockup one's computer, but remember when we are connected online, there are a number of elements in place - - starting with our computing device, through a particular browser software, via an Internet service provider / connection, and then routed to another server computer on the other end at Google or the University. Now I have skipped a few parts / components but this is the rough schematic of the process.
If you do have problems and are asking for help, provide as much specific detail as possible including citing the details of what happened, changed, didn't happen, specific messages, providing as many examples as possible, etc. I will do my best to help.
Keep in mind that in recent years, traffic has shifted on the Internet. After-work and early evening hours have seen a tremendous jump in usage with the advent of social technologies and the popularity of streaming video, audio and multimedia programming via the Net. People are tweeting, Skyping, gaming, working on FarmVille at FB, IMing to friends and family, and watching live feeds from NetFlicks or via Hulu (I have just began to scratch the surface, I didn't mention streaming Pandora, YouTube clips, or the CBC station that I like). In other words in some locations, problems may be caused by the sheer volume of traffic encountered. Frankly the U.S., once the leader in net infrastructure and technology, has fallen behind many other developed nations while use of the newer technologies demand more 'throughput' via the Net. There is finally a national push to improve / update our Internet infrastructure, but it will take some years of effort to bring us back to the forefront.
If a computer locks up, one can reboot / restart and get going again. You can try doing the file transfers / uploads at more odd times; try late, late at night or early, early morning. But if you want and need to get uninterrupted sleep and keep to more normal hours, you might try another technique that I employ and recommend. Sometimes a slow-down or lockup is actually contributed to by the browser we use. And one that I seldom use anymore is Internet Explorer. IE has a tendency to lockup and is no longer supported by Google technology (Google does not block it, they just don't try to fit their tech to IE). I like the Firefox browser but have found at times that it can begin 'whirling' or lockup so I have a couple of other browsers that I use when this starts happening.
If you are having these type problems, I suggest trying a different browser. Download copies, have them setup and ready, and switch when things are not working. A couple to try are Chrome and Safari.
Safari http://www.apple.com/safari/
Chrome http://www.google.com/chrome (PC version link at bottom of the page, almost hidden)
See if that does not help.
Another hint about working with servers, whether at Google, the University, or elsewhere. After uploading or deleting a file at the server, you sometimes need to refresh your browser (after the process). This does two things, breaks the connection and resends the webpage to your browser and helps to insure that the file is actually uploaded or deleted. And those actions of uploading and deleting are not instantaneous; that is, give them time to work / quit working. Finally become familiar with the structure of your directory and files at the server. Learn how to examine what is there, compare filenames and file sizes. The computing at servers work automatically, messages are generated automatically so watch for all the details and look for small clues.
One other example; a student recently reported that the Oncourse server changed their file names and caused them to not work as expected. After some digging into the details, I could respond that the renaming of a file happened because the server (Oncourse) thought there was another file with the same name already there. In the case of a duplicate upload or even when the server just thinks the file is a duplicate, the server computer is programmed to not overwrite the older file but instead, it automatically changed to another closely related file / folder name; in this example, changing from hopalong.jpg to hopalong_1.JPG or something similar. The computer thought that this was one of two files with the same name and in order to protect both files, it saved the new one under a different file name. The capitol JPG extension was the default for this particular server when it renamed a jpg file. Understanding what the computer is doing sometimes takes insight and experience.
Back to grading for this course,
lj
S621 Kwiknote - February 16, 2010
Hello gang,
I have not completed scoring your other Sprout postings yet - - some are done but I have been pulled away from the process. You should be fine if you followed the assignment criteria. At present I have another course that is in a very intense section of their work - developing their first webpages (higher level than s401), raw coding of html, and learning how to validate / standardize their work. Once I get them through the next few days; things smooth out and most can usually sail right along.
I will get back to your S621 work too, just need to be at both places at once right now (8-) - - so please bear with me a few more days (I will be getting to your work later this week and giving you more feedback on the Sprout2 and 3 discussions).
TECHNOLOGY IN THE CLASSROOM
A video clip is circulating around via YouTube.
http://www.youtube.com/watch?v=6svk_R_rVhA
It takes some 'setup' classroom situations to the extreme and gave me a chuckle, but also focuses thought on learning practices and the way that instruction is structured and delivered.
DIGITAL NATION
On Feb. 2, PBS's Frontline broadcast Digital Nation: Life on the Virtual Frontier that focused on 'digital natives' and our lives in a technology-infused world. The program was well presented and thought provoking. You can now view the 90-minute program online, and the website also includes some excellent teacher / parent resources and ongoing comments / discussions.
http://www.pbs.org/wgbh/pages/frontline/digitalnation/resources/
POST FIRST VERSION OF MEDIAGRAPHY
Be sure to get that link to your Mediagraphy posted at Oncourse by end of the day tomorrow - - at the 'Garden Patch' section that you believe fits best. Several of you are already there; you are on top of it.
Help each other improve the final product, share some good ideas and discussion, and have your final form in place for next Monday. Keep the same location for your work, and you may not need to post another entry - - just update / revise work after this coming Friday when the peer-review process is completed. Yes that is what it is called, this collaborative idea to share work in a developmental stage before completion with the goal of everyone helping to improve the final work. Hope that you see the benefits of this type of approach to assigned work; this is employed with the three projects in this course.
Back with you soon.
Dr. J
S621 Update - February 2, 2010
Hello,
Groundhog Day has almost ended and the Winter weather continues. Here in south central Utah, we still have lots of snow on the ground. Daily trips down our mountain road to the post office are putting the test to how long I can avoid putting the chains on the Wrangler - - so far, so good - but I do take it slow going up and down the slopes and use low 4-wheel drive. I have the chains in the back, just in case I have to throw them on to get back home. The good thing is that we are getting some sunshine, and the snow is slowly melting; the bad side of that is that it re-freezes every night so it's a different 'game' each day.
I'm enjoying reading your Sprout2 postings; good ideas and lots of information, experiences, and opinions shared.
One of the intended goals for a few of the activities early in this class is to cause each of you to consider your own experiences with nonprint material formats. That is why you were exposed to the historic ideas of "format bias" and media librarianship and asked directly about audiobooks, MP3s, and the like. These are not questions where there is one right answer or any response is better than another. You were asked to reflect on your own understandings and feelings because during this class, we will continue to focus on digital audio and digital video formats. But I don't think that we can or should separate these formats apart from others. I personally view all media formats as being a sort of "delivery wagon" (Richard Clark http://edutechwiki.unige.ch/en/The_media_debate ) for ideas, information, entertainment, and emotions. Historically, people once relied on stories - - that were passed on generation by generation, many in song and poetry. When movable type and the printing press were invented, I'm sure some people criticized this fast-spreading book technology for its displacement of those oral traditions and their detriment to memory, knowledge, storytelling art, etc.
I hope that you identify and recognize your own preferences and biases. During the remainder of the course, try to keep an open mind, perhaps revisit some format options and try some "new things." Most of my professional life has been spent working in positions weighted toward responsibility for nonprint media. Therefore, I often question situations (libraries, schools, etc.) where information packaged in an audio or video format is treated differently than print materials; i.e., use restricted, checkout denied, budgets shifted, etc. Often people think of video as being only entertainment. There are numerous informational and instructional audio and video materials. And many libraries support a large fiction collection that for some users, may be pure entertainment? Some of the reasons for treating nonprint differently do not always hold up to scrutiny. Even when theft / loss are the issue, a close examination of both print and nonprint materials should be used to back up any policy / practice decisions. For example, books are also taken / stolen from libraries, and many cost as much or more than a DVD or audiobook.
A bit more of my own opinion and perspective; I believe that a certain amount of format bias does still linger. Some people see the Web and / or digital audio and video materials as competition or as foe to a library or it's mission. I usually think of technology formats as more like a "delivery truck." And my next thoughts are what can any new bread or ice cream truck do, how can we use it, what are it's strengths and weaknesses, is it feasible, etc.? For the record, I enjoy reading and learning from books and usually have a half dozen or so in progress. I long ago recognized that avid readers are a small minority . . . when I first started teaching, I was amazed to discover that most of my fellow teachers, once they were out of grad school, did not read all that much. You do not have to investigate far to find that verified:
Krashen, Stephen (2005). Encouraging Reading http://www.sdkrashen.com/articles/decline_of_reading/01.html
(2004) Literary Reading in Dramatic Decline, According to National Endowment for the Arts Survey
http://www.nea.gov/news/news04/ReadingAtRisk.html
Finally support for libraries of all types cannot be taken for granted. In Indiana and most other states and even with the weight of over a decade of library impact studies, library and school library media positions are on the chopping block and some are being axed every year. Libraries and their communities continue to evolve - - in my decades long career, the economic climate has 'ebbed and flowed.' We are in tough economic times throughout the nation, but conditions will eventually improve. Work with what you have, find joy and reward in your work, and keep as optimistic as possible.
Feeling Lost in the Course
I hope not! However, I want to be sure that you are navigating within the course materials and the assigned activities. Note that the articles and/or websites linked within the assignment are meant to focus, but not limit your discussions. They are also supported by the assigned readings - course materials. I recommend that you complete the readings before you complete the activities.
PROJECT 1 - MEDIAGRAPHY
You should begin or already be working on your Project 1 Mediagraphy
http://eduscapes.com/seeds/course/guide1.html#p1
For ALL THREE of your projects, be sure that that you cover the needed introductory elements that are mentioned in the contents guidelines of the assignment. Identify:
topic (focus of the content items)
setting (location)
intended audience (age and or grade level of primary users)
need and purpose (why is this needed, what is it for)
why audio, video (media format that is focus of our course)
selection criteria (the basis for your selection of items)
This is the who, what, when, where, why information of your project. Everyone should explain these details about their selected mediagraphy. How you organize and structure your document is somewhat open, but most start with the above details arranged in some fashion and then follow with the annotated items selected for your collection.
Part of your assignment task is to narrow or broaden the topic so that your collection represents the best available audio and video items available. Within the mediagraphy (bibliography), make the annotations as alike as possible - - same types of information and similar treatment for all items. Realize that that is also shaped by the material formats that are included but whether it is audio, video, website, or book - - there should be some common core information along with that unique to the media type.
Be sure to allow enough time for the peer review process. Get your project posted to Oncourse for the class by Feb. 18th. Points will be lost if you do not get that peer review process completed in the allotted time frame.
READING ASSIGNMENTS
In addition to the mediagraphy and sprout discussion postings, this weeks online readings focus on video collections of all types - - appropriate since last week it was all about audio. Check the calendar and Course Guide for specifics:
http://eduscapes.com/seeds/course/guide1.html
http://eduscapes.com/seeds/course/calendar.html
MEDIA EVENTS IN THE CLASSROOM
Teachers and school librarians who are interested in examples of connecting media events to classroom learning, gather some ideas from Joyce Valenza's (Feb. 2010) recent posting: Leveraging the Super Bowl for Learning (and those Movie Awards too). Public librarians might also find ideas that could be used or adapted for their programs:
http://www.schoollibraryjournal.com/blog/1340000334/post/200052420.html?nid=3714
JAMES PAUL GEE ON VIDEO GAMES, LEARNING, AND LITERACY
Short notice but some of you may want to tune in to this event (from Steve Hargadon's blogsite):
Professor Gee, the Mary Lou Fulton Presidential Professor of Literacy Studies at AZ State, is well-known for his "provocative examination" of the positive effects on learning of video games and the author of What Video Games Have to Teach Us About Learning and Literacy (2007).
Date: Wednesday, February 3rd, 2010
Time: 5pm Pacific / 8pm Eastern / 7pm Central
Duration: 1 hour
Location: In Elluminate.
Elluminate room will be open up to 30 minutes before the event if you want to come in early. To make sure that your computer is configured for Elluminate, please visit http://www.elluminate.com/support.
For more complete information:
http://www.stevehargadon.com/2010/02/james-paul-gee-on-video-games-learning.html
PROJECT SPACE
Pardon the duplicate information for some, but want to be sure that everyone has read the instructions taken at the Requirements page http://eduscapes.com/seeds/course/require.html regarding webspace housing of your course products / projects.
Throughout the semester, you will be sharing your three projects with the class and with the virtual community. This means that you will need to have an online space that you can submit and store your final work.
Remember this is not a competition, all projects are graded with the same criteria checklist (the minimum criteria are identified in the assignment for each task). You will share your projects and get feedback from classmates before submitting to your instructor. Classmates can help identify typos and missing elements that can impact your grade. In examining the projects of others, you may discover techniques that could enhance and improve your own products. At the very least, you will gain lots of practical ideas and information in your review of other student's work.
Rather than relying on university space, it's a good idea to start developing a long-term storage space on the Web for your assignment. Think in terms of an entry / index page that can be extended to include added pages for all your projects. You may also want to create separate pages for other classes. This could easily be expended to become a part of your professional portfolio.
Project One: Ask that you Not submit your Mediagraphy as a Word or PowerPoint document. Reasoning is that the finished projects often involve / contain graphic images and URL links to online resources. Also the size and scope of the project is such that both MSWord documents and PowerPoint presentations are often clunky, cumbersome; their formatting and layouts can easily be impaired. This impacts the usefulness of the finished product. PowerPoint documents work best as a presentation element rather than as a standalone document. The Mediagraphy is meant to be 'public' project being shared at large with a library community. Prepare it for a global audience. Therefore think in terms of setting up a webpage a a fre service such as Google Sites or a Wiki spaces. Concentrate on the content of the mediagraphy and develop a clean, professional website. You may use the easy-to-follow templates provided by Google or Wiki technologies.
Here are the links to free webspace, setup and use your site for all three projects:
1) Google Sites http://sites.google.com/
2) Wikispaces http://www.wikispaces.com/
Make sure that you select the free and basic services. Explore the help or tutorials that each site provides: Tours at Wiki and Learn More at Google Sites. There are other free online hosting sites that may also work to host your work; sites such as Weebly and BraveNet. You may have knowledge or experience of other such shairing sites; if they will work for you that is fine. I have experience with the two recommended above.
3) Another option for some students is use of own personal webspace or website from a work location. If you have access to a webserver and the expertise to create / upload your own materials - - that is fine too.
Once a final project is uploaded and checked to see that it displays properly to the public, you can then 'post' a brief introduction and link to its location at the correct Oncourse Forum section. The instructor will follow that posting to core your work.
FEELING LOST IN THE COURSE
I hope not! However, I want to be sure that you are navigating within the course materials and the assigned activities. Note that the articles and/or websites linked within the assignment are meant to focus, but not limit your discussions. I recommend that you complete the readings before you complete the activities.
Be sure to continue to email me with questions, concerns, and difficulties encountered.
Have a week,
Dr. J
S621 Update - January 24, 2010
Hello Everyone,
A few of you know that my preceding week was rather hectic with a necessary trip back to the Midwest to attend a funeral. Returned yesterday to find 14-16 inches of new snowfall at our home. I am now getting back on-track. I have just posted scores for the Sprout1 discussion activity online; I will score any remaining replies soon (due on or before next Tuesday).
This is the time in the course, where you should see some direction in the course. I am getting a certain "sense" of knowing you from your Oncourse Forum interactions, and gaining insights from your contributions. Some of you may need support during the semester. However, many of you will be very independent. I'll continue to send updates. But as long as I see you posting things on the forums and meeting deadlines, I won't bug you individually.
I hope that by now, you are getting a good feel for the way the web-class class operates. Overall directions are found in the Course Materials sections; give attention to directions / guides given in the syllabus, calendar, and requirements pages. Then proceed through the course following the course guides.
There is / was a bad link to another article on the Audio: The Big Picture page at http://eduscapes.com/seeds/collections/audiobp.html
I have not found a replacement or located a different copy for "Audio Recordings' by Howard Enos. The other articles on that page can fill any information gaps, and I will revise the page for the next semester.
DUE DATES
The 'authority' for assignment due dates is the course calendar http://eduscapes.com/seeds/course/calendar.html If you are working through the course guides (now proceeding through the guidepage: Audio and Video Collections http://eduscapes.com/seeds/course/guide1.html
Sprout2 http://eduscapes.com/seeds/course/guide1.html#s2 requires you to visit, observe, interview and analyze three different audio video collections. Because of the requirement to physically travel to different locations; the time frame for this activity is extended. Your posting for Sprout2 is due next Monday, Feb. 1st.
In order to find (compare / contrast) different types of collections; you will probably need to think outside the 'box' of one type of library. See how wide a variety you can analyze. Three branches of a public, school or academic library may not be all that different. For this one, recommend that you visit as diverse or different library collections as you can.
Length of an Oncourse posting - the standard answer is however long it takes. I like to see a well organized, logically structured analysis with emphasis on your comparisons and insights along with good examples. I DISLIKE rambling discourses that do not identify important concepts and elements. And this preparation does relate directly to a needed skill for the library professions - creating, organizing, and developing quality professional reports / documents.
SPROUT1 DISCUSSION
Discussions about media librarianship, format bias, and like issues were interesting. As expected, your ideas and discussions were mixed. A few denials of any such issues and others coming in with observations, examples, and experiences. Decades ago in my first school library position, I had equal budgets for print and non-print materials ($ 10 / student) - - this was in addition to any equipment monies budgeted. And later I worked in a higher education position where no budget monies were allocated for purchase of audio or video resources. The purpose of Sprout1 was to bring the related issues into view, and hopefully you will consider them again at the end of this course and periodically throughout your library career.
Coincidentally at this year's ALA Midwinter meeting, the board of AASL (American Association of School Librarians) redefined the term that describes the certified person who runs a school library (or library media center) as a 'school librarian.' Other top considerations were 'school library media specialist' or 'teacher librarian.' Oh the joys of being involved in the governance of professional organizations - been there, done that and gained tons of skills and experience and I do remember debating issues like this decades ago (Showing my age again). But I'm not sure it matters what the title that one choses to adopt for the position heading up a school library; it IS important what one chooses to do in those positions.
MESSY CODING IN ONCOURSE POSTINGS
Noticed that postings for a few at Oncourse had a lot of extraneous coding. This is sometimes caused by keyboarding into a program such as MSWord and then copy / pasting into Oncourse. Some of you have posited that this also occurs when you keyboard directly into Oncourse. I do know that Microsoft is noted for its hidden coding. Remove it by converting and leaving as a 'plain text' document before copying and pasting. Some people like to compose their comments in the simple text editors like Notepad for Windows users and Textedit for those using the Mac platform. Try out your postings in the practice area that has been setup for your use. Note also that you should be able to delete and replace your own postings at Oncourse.
ONLINE TOOLS FOR NOTE TAKING
Interesting sidebar discussion on reading off the screen, fatigue, and printing out web materials. Some of you might make use of online tools for taking notes as you read. Learn more about this at http://eduscapes.com/sessions/notes/tips.htm
ALA AWARDS
The 2010 literary awards winners are at http://www.ala.org/ala/newspresscenter/news/pressreleases2010/january2010/ymawrap2010.cfm
2010 AlSC (Association for Library Service to Children) Award Winners
http://www.ala.org/ala/mgrps/divs/alsc/awardsgrants/bookmedia/2010medawardwin.cfm
ALSC is division of ALA so you will see overlap of those awards made by ALSC. The ALSC also awards honors for children's video
2010 Notable Children's Videos
http://www.ala.org/ala/mgrps/divs/alsc/awardsgrants/childrensnotable/notablechivideos/index.cfm
LIBRARY THING
Nothing wrong with liking books. Just in case you do not kdnow about the social networking sites for bookish types:
Library Thing http://www.librarything.com/ An online service to help people catalog their books easily. You can access your catalog from anywhere—even on your mobile phone. A free account allows you to catalog up to 200 books. You can tag and review your books, and explore / examine other's collections. Annette use one of our accounts for the print collection (eduscapes), another for nonprint CDs and DVDs.
STORYTUBES CONTEST
This contest calls for students to create an online video promoting a book. Individual students or a group of two to five students may enter. Entries are to be submitted between Jan. 20th to Feb. 28th. Contestants must upload their video to YouTube or TeacherTube and submit the correct corresponding StoryTubes Contest Entry Form. Learn more and find the rules / regulations and entry forms at
http://www.storytubes.info/
There are another group of online readings assigned for this week - again follow the guidance on the course calendar and the course guide.
Take care and I will be around to answer questions and followup on your concerns.
Larry
S621 Update - January 14, 2010
Hey gang,
I sometimes send out announcements related to the course content, school libraries, or libraries in general. Often these include links to a recent article (one below) that is related to our course content. Occasionally time is of the essence - - as is the case with the Youth Media Awards and the We the People Bookshelf Project below.
YOUTH MEDIA AWARDS AT ALA
For many school librarians, the Youth Media Awards announcements are the highlight of the ALA Midwinter Meeting. This is the event where this year’s Newbery, Caldecott and Printz winners and honor books are designated, and other awards given. http://www.ala.org/ala/newspresscenter/news/pressreleases2009/december2009/ymacalendar_pio.cfm
There are a number of ways to get the news, which will be announced in Boston on Mon., Jan. 18 at 7:45 a.m. EST. You can watch the action LIVE via the web, but there are a limited number of spots available for the webcast, filled on a first-come, first-participant basis. The awards webcast will be archived afterwards. To learn about the webcast go to http://alawebcast.unikron.com/
There a number of social media mechanisms that will be spreading the Youth Media Award winners, too. There’s a Twitter feed http://twitter.com/ALAyma dedicated to the awards. Remember you can read tweets from an open feed like this one even if you aren’t a Twitter user. If you are a Twitter user, you might want to enable SMS messaging for that account to have the winner delivered in real-time to your cell phone.
The winners will also be announced via Facebook http://www.facebook.com/alayma and ALA Island in Second Life will host the Youth Media Awards for in-world viewing later in the day on the ALA Island at the Main Stage http://slurl.com/secondlife/ALA%20Island/128/107/29/
CORETTA SCOTT KING BOOK AWARD ONLINE CURRICULUM RESOURCE CENTER
Check out this free, multimedia, online database for educators and families featuring more than 250 original recordings with award-winning authors and illustrators and hundreds of lesson plans. Includes more than nine hours of originally produced audio with Coretta Scott King Book Award (CSK) authors and illustrators talking about their books in two- to three-minute clips. Searches can be executed by author, illustrator, title, grade level, and curriculum area, as well as by the year or specific Coretta Scott King Book Award citation.
http://www.teachingbooks.net/crc.cgi?id=1
One can select "All" and then scroll through the cover images of the 231 different books that have received this honor.
INFORMATION SOURCES
Recent article by D. Thompson (Dec. 2009) shows how media-consumption habits have changed in recent decades; includes a chart on the 'Evolution of Reading':
Thompson, Derick (Dec. 2009). Are You Reading This on Your Phone? The Atlantic Monthly
http://business.theatlantic.com/2009/12/are_you_reading_this_on_your_phone.php
WE THE PEOPLE BOOKSHELF PROJECT
For those of you working in schools and school library media centers, this opportunity requires that you be able to moved quickly to getting the application(s) completed by the Jan. 29th deadline. Looks like it can be submitted online.
The ALA Public Programs Office is partnering with the National Endowment for the Humanities (NEH) for the seventh We the People Bookshelf Project. This year’s theme, “A More Perfect Union,” invites reflection on the idea of the United States as a “union,” a “One” as well as a “Many,” and will complement library programs observing the sesquicentennial of the Civil War. To stimulate programming, the Bookshelf features a DVD edition of “The Civil War,” the award-winning documentary by Ken Burns, including the rights to show the series to public audiences..
Public and school (K-12) libraries are invited to apply online through January 29, 2010 at http://publicprograms.ala.org/bookshelf A single application may be submitted on behalf of multiple libraries within a library system, school district or community. Individual branch and school libraries are also encouraged to apply.
In spring 2010, NEH will award 4,000 libraries a collection of 17 classic hardcover books for young readers, related to the theme, "A More Perfect Union", as well as the option to receive Spanish translations of three titles, and bonus materials for readers of all ages. Successful applicants will also receive accompanying materials for programming, including bookplates, bookmarks and posters.
For programming ideas and tips, access to the guidelines and application, book titles, and further details, visit http://publicprograms.ala.org/bookshelf. Questions, contact publicprograms@ala.org.
Dr. J
S621 Update - January 13, 2010
Hi Gang,
I've enjoyed reading your introductions posted at Oncourse. I hope that you have had time to skim those too so that you gain some measure of the wide scope of experiences and interests represented in the class. Also be sure to catch the followup postings made to you by classmates.
The idea of 'high tech, high touch' was first coined by John Naisbitt in 1982 - - the idea that people in their increasingly technology involved lives (high tech) seek to find a balance with healthy, creative, and low-tech energized activities; i.e., getting outdoors, interacting with friends and community members, social activities, etc.
Thanks for bearing through the situation with the links to John Ellison and colleagues' articles; glad to report that the Course guide has been updated and the Sprout1 exercises has been brought up to speed with matched information.
COURSE GUIDE
The sequential Course Guides are setup to direct you through the course. http://eduscapes.com/seeds/course/courseguide.html Read and follow them carefully.
At first, some students are overwhelmed by all of the links. Keep in mind that the Course Guide connects to the course readings and provides the guidelines for all the requirements. Use the Course Checklist http://eduscapes.com/seeds/course/checklist.html and the Calendar http://eduscapes.com/seeds/course/calendar.html to be sure you've completed the required assignments.
If you are on track and on schedule, you should be working your way through all activities in the first section: Getting Started http://eduscapes.com/seeds/course/guide0.html or down through the things listed for Mon, Jan. 11 on the calendar (Identical tasks).
COURSE GRADING
In my scoring, I start with the criteria that is contained within each assignment. Remind that an A grade is reserved for outstanding work / achievement throughout a course.
NEED TO PRINTOUT
Last time this semester - but for those who are still printing out articles to read, could it be resistance to change? Like all acquired tastes, one has to invest some time and effort to change. Just remember a few carrots, you are saving paper, ink and printer life. Many of us have been accustomed to reading print materials throughout most of our lives.
SPROUT DISCUSSIONS
As you move through the Course Guides, you'll notice a number of different Sprout Discussion assignments. You are to post these activities in the appropriate Forum section at Oncourse. You'll also need to respond to another student's posting for each activity. For example, you are to complete Sprout 1 posting between now and next Tuesday night.
By the following Tuesday night (one full week), you are to followup with at least one reply to another student's posting. For the full credit, your reply / response must provide additional information, ideas, examples related to the original posting. Responses in the arena of "I like", "I agree", "I will use" etc. related to whatever was posted will not gain any credit - even though positive feedback is encouraged and welcomed. Rather for the full score, you need to extend the original Sprout discussion with substantive additions. Again, your reply / response is due within one week from the original posting.
If for any reason, you cannot complete an assignment on time - - you need to make me aware and give your best reason. Normally I extend due date by one - two days for any valid reason. If you see a conflict between the class and your schedule, it is best to work ahead rather than have to 'catch up' later. However when something unexpected arises, make sure that you keep me appraised of the situation. Normally, work submitted later receives a reduced score.
Finally the Forum discussions serve as our 'in-class discussions.' Your participation is encouraged - - that is you can post as many relevant comments as you wish. Your ideas and experiences will help to extend the course to a richer and fuller level. Your participation will 'make' the course.
Have a great week. Always contact me with any questions and concerns.
Larry
S621 Update - January 11, 2010
Hello everyone,
It is time to get this class going! Thanks for your patience. For those of you who are in both of my web courses; there is some duplication - - bear with that and don't miss the important stuff.
FIRST INSTRUCTION
I see a few familiar 'faces' (guess that would be names) on the roster and also several people new to me. Maybe I should introduce myself, at least provide a little more information directly related to this course. In the past, I've been both a middle school and high school teacher, a school library media specialist, an instructional media administrator at a community college and university, and now teach online courses for IUPUI SLIS.
I know that we usually have a wide variety of students in this course; persons interested in public libraries, school libraries, academic libraries, and special libraries of all types. I look forward to learning more about you! I enjoy teaching online courses and exploring the world around us. I'm a relatively new kind of professor. I usually teach one or two classes each semester at IUPUI, but I don't live in Indiana. For the last decade, wife Annette and I have lived all over North America, traveling in our motorhome - - living and working on-the-road as full-time RVers. Our motorhome has a satellite Internet system mounted on the roof, and we usually have three or more laptops connected. Since last Spring, we have parked the motorhome and moved into a home we had built in southern Utah.
Our homesite is a few miles from the small town of Teasdale, UT. If you look for that on a map, it is west (about twenty miles) of Capitol Reef National Park. This is one of the most rural segments in the continental U.S.; the entire Wayne county only has about 2,500 residents. Main reason is that only 3 percent of the land is privately owned; the remaining land is either national park, national forest or BLM lands. We are in a sub-alpine area on a shoulder of Boulder Mountain, and our property is adjacent to the Dixie National Forest. We have lots of wildlife, and beautiful views on all sides including down our small valley to the nearby red-rock canyonlands. Nearby Torrey, UT is the eastern starting point of scenic highway 12 that travels over part of Boulder Mtn., thru Grand Escalante National Monument and on to Bryce and Zion National Parks to the southwest. In the other eastern direction, one can travel thru Capitol Reef and then on to Canyonlands, Arches National Parks, and the town of Moab. Those are just the attractions that are within a two to four hours. You may have a small sense of why we 'flatlanders' from the Midwest have fallen in love with the area. We are not the only ones attracted to here; from April to October the area is loaded with tourists from all over the World. If interested we have lots more information and photos at:
http://www.eduscapes.com/lamb/
http://eduscapes.com/teasdale/threecreeks/index.htm
I will be sending out these periodic emails about every week to keep you up-to-date on things you should be doing for class and due dates. I'll also throw in some personal stuff occasionally, but will try not to bore you with too much of that (like I may have just done for some of you). I prefer to use my personal email for class interactions rather than Oncourse, larrjoh@gmail.com As a backup, you can use ljohnso@iupui.edu - - that mail is forwarded to my gmail server.
There are no required face-to-face or scheduled chat sessions for this course. Many students enjoy taking an online course because they don't have to be in a particular place at a particular time. HOWEVER, this means that you're responsible for making your own personal schedule in order to meet the course requirements on time. Some people find that this the most difficult part of the course. You need self-discipline to be successful in distance learning.
There is no required textbook for the class; all the materials will be provided through the course website and via email.
My job is to help you successfully complete this course. I spend much of my time at or close to a computer hooked directly to the Internet, so I'm happy to hold personal email discussions whenever you feel the need to talk. So anytime that you have questions or a problem, email me - - I'll get back with you as soon as possible.
ASSIGNMENTS
You can get started. As several of you have found already, Oncourse is ready for you to enter and make your introductions (follow the instructions at the Requirements page). If something doesn't work or look quite right - let me know.
Start with these links:
Entry page for L552 website http://eduscapes.com/seeds/index.html
Open Course Materials http://eduscapes.com/seeds/course/index.html
Explore the Syllabus, Calendar, Requirements, and Resources
Syllabus http://eduscapes.com/seeds/course/syllabus.html
Requirements http://eduscapes.com/seeds/course/require.html
Resources http://eduscapes.com/seeds/course/bib.html
I would start with the syllabus then follow through on the Requirements and other pages. Throughout the course, you will need to refer back to these documents. They should assist your progress. Then follow the instructions in the Course Guide; begin with http://eduscapes.com/seeds/course/courseguide.html
RECOMMENDATION
I strongly recommend that the only page that you print out be the Checklist. I would not print-out course materials for reading; it's takes a lot of time and paper (money spent) plus you cannot grab the connected resources in this hypertext Web environment.
Note that there is a Search engine on the eduScapes website http://eduscapes.com/search.htm It's a direct link on the first page at eduScapes.com.
I had better go now and remember - - if you are having trouble or something does not make sense: email me,
Back with you soon,
Larry
S621 Update - January 9, 2010
Hello Everyone,
There have been a few drop and adds on the course roster this past week, and pleased to let a few people in from the wait list. Welcome aboard, welcome everyone.
First, let me know if there are any changes needed for your email; I have no problem sending to a different email address / even two addressed if needed - just want to be sure that you receive all communications. Here at the before the class gets started, remember to always read email messages carefully. Not a bad idea to set up a mail folder for just communications related to this class - - so that you have a record and can check back if needed.
Trust that everyone is had a good holiday break. Many of you probably aren't quite ready to think about this class, but others may be anxious to get going. This web-course officially starts Monday, January 11th.
I will send some more specific startup procedures on that date but here are a few locations.
Entry page for the course materials http://eduscapes.com/seeds/
Navigation links are on the left side of the page
Syllabus is at http://eduscapes.com/seeds/course/syllabus.html
Calendar http://eduscapes.com/seeds/course/calendar.html
If your browser goes to an old version of the pages, reload so that it brings down replacement.
OPTIONAL ACTIVITIES
And if you would like to participate in a non-graded activity that is related to the course content - - try one or more of the following activities:
Idea One: 'Easter eggs' are hidden features that can be found on movies, tv shows, software, and other media. Learn more by visiting and exploring the following online resources about Easter Eggs: (1) Easter egg (media) at Wikipedia http://en.wikipedia.org/wiki/Easter_egg_%28media%29 (2) The Easter Egg Archive: Movies http://www.eeggs.com/ or (3) Hidden Features: Easter Eggs http://www.dvdreview.com/eastereggs/ at DVD Review. Find one or more of the hidden Easter Eggs!
Idea 2: Go to I Listen to Books http://www.ilistentobooks.com/home.asp People give their audiobooks away similiar to the BookCrossing.com idea. Try it!
Idea 3: Go to Librarians in the Movies: An Annotated Filmograph http://emp.byui.edu/raishm/films/introduction.html Watch one of the movies that contains a librarian. How was the librarian portrayed? If you were editing the script, would you have made changes? Why or why not?
Idea 4: Brainstorm all the book-movie combinations you've read and seen. Read a book and watch the matching movie. Which did you like better?
Idea 5: Pick your favorite television theme song at Open Directory Project: Theme Songs http://dmoz.org/Arts/Television/Theme_Songs/
After you have completed one or more of these, go to Oncourse https://oncourse.iu.edu/portal and login to the course there. Go to the Forums section and into General Class Discussion section (within General Discussion and 2nd choice under the list). Discuss what you found or experienced with the above options. Not scored but I and others will enjoy reading.
While you are there, you can complete the 'Introduce Yourself' posting if you wish or wait till Monday.
EMAILED UPDATES
I will be sending out periodic emails to everyone to try and keep you up-to-date on assignments, due dates, and what's-going-on for the class. Sometimes I will throw in a bit of personal information. You can learn a little about our (wife and my) lifestyle at http://www.eduscapes.com/lamb/ Feel free to share some of your life with me also, especially since we do not meet face-to-face - live in southern Utah and have been teaching SLIS grad courses for about half dozen years. I will place an archive of these emails online at the course website, so that you can always check on them later.
The best and quickest way to contact me is my personal email at larrjoh@gmail.com I check my e-mail regularly. If you email me via Oncourse or my IUPUI address, it will be forwarded to me.
Still working on updating the Seeds website at eduScapes and putting things into place at Oncourse - - so no need to jump far into the couse (until we get started Monday). I will email you all with a 'get started' update message and more specific directions about how to use the course materials and how the class operates.
NO SYNCHRONOUS MEETINGS
We will not meet face-to-face or have scheduled sessions for this class. That's one advantage of an online course; you do not have to be in a particular location at a given time. Once all the materials are in place, you can access any hour of the day and day of the week. However this does mean that you are responsible for scheduling your own time to meet the course requirements. You may find that this is the most difficult part of the course. Each course is different (This is one of several online courses that I teach) but all require discipline and commitment.
There is no required textbook for this course, but there are lots of online materials and reading assignments.
Back with you soon; a late happy New Year . . .
Larry
Larry Johnson, PhD
Indiana University at Indianapolis (IUPUI)
larrjoh@gmail.com
ljohnso@iupui.edu
http://eduscapes.com