Today I am presenting a professional development seminar called "Time to Get Real". The reality of our classrooms will be evident as I can't access Blogger from the room I'm presenting! This often happens to teachers. We attend training and are excited about the possibilities of implementing Web 2.0 into our classrooms. Some of us even go home and spend time getting together a great lesson only to find out when we reach school that our resources are blocked.
I am hoping (have been told!) that the laptops have a different firewall. If this is true, then the attendees may actually be viewing the blog. Here is what I would like you to do:
1.Take the following quiz @
2. Leave me a comment. What have you tried to implement in your classroom? How did it go? What would you like to try (but are scared, can't acces, etc.)? What is stopping you from implementing Web 2.0 in your classroom (access to computers and tools, time, etc.).
Happy Web 2.0!
Monday, November 30, 2009
Saturday, November 28, 2009
Thanksgiving
An important part of the library media specialists responsibility is to continually analyze the collection for accuracy and relativity. I am always reminded of the importance of this task at Thanksgiving as I consider the historical accuracy of material vs. the American myth that is perpetuated, with many good intentions, in our schools and homes. While this topic can be sensitive on both sides, I contend that we sell our children short by not allowing them to consider history in the context of cultural, social and moral obligations. Learning that mistakes have been made will allow the future to move forward with thoughtful consideration. In order to compete globally we need forward thinking citizens that are analytical problem solvers. We cannot create this citizenry without promoting critical thinking in our classrooms. What better place to start than with our history? My challenge this time of year is to review your Thanksgiving and native history material in your classroom and media center. I don't think that it is necessary to get rid of most material, especially when it can be used as great examples of historical perspective, accuracy and bias. Students will see for themselves the discrepancies that can lead to great teachable moments.
I owe a debt of gratitude to Debbie Reese, a native educator who provides thought-provoking commentary on the library listserve, LM_NET. Debbie is able to respectfully continue to challenge accepted thinking and practices in regards to native history and education. Her blogspot, http://americanindiansinchildrensliterature.blogspot.com, is a great place to begin your new research. As I write this blog there is a great posting by a native educator describing her children's experience with historical inaccuracies in the curriculum.
My second recommendation is the official website of the historical villiage, Plimoth Plantation. The main page of the site provides an excellent description: bicultural perspective in a modern context. There are many interactive features, including a young historian role-playing activity that allows children to learn about the Wapanoag and Pilgirm children in a historically accurate setting. Lastly, National Geographic worked in cooperation with the Plimoth Planation to create a beautifully photographed story. 1621, a New Look at Thanksgiving, is available in hard- and softcover through most book retailers.
Debbie Reese's blog provides many suggestions for additional titles as well as resources for examining native issues in children's literature. What are your favorites?
I owe a debt of gratitude to Debbie Reese, a native educator who provides thought-provoking commentary on the library listserve, LM_NET. Debbie is able to respectfully continue to challenge accepted thinking and practices in regards to native history and education. Her blogspot, http://americanindiansinchildrensliterature.blogspot.com, is a great place to begin your new research. As I write this blog there is a great posting by a native educator describing her children's experience with historical inaccuracies in the curriculum.
My second recommendation is the official website of the historical villiage, Plimoth Plantation. The main page of the site provides an excellent description: bicultural perspective in a modern context. There are many interactive features, including a young historian role-playing activity that allows children to learn about the Wapanoag and Pilgirm children in a historically accurate setting. Lastly, National Geographic worked in cooperation with the Plimoth Planation to create a beautifully photographed story. 1621, a New Look at Thanksgiving, is available in hard- and softcover through most book retailers.
Debbie Reese's blog provides many suggestions for additional titles as well as resources for examining native issues in children's literature. What are your favorites?
Monday, October 19, 2009
Teen Read Week
This morning we begin the week long Teen Read Week celebration in the library media center. The library science students have put together some quick, fun daily trivia for students to answer. Students with the correct answer will entered into the daily prize contest. Prizes (very important if you actually want the teens to participate) include a student athletic pass for the 2009-2010 school year (thank you Mr. Thiede!), a gas card, 30 day gym membership, free pizza coupons and books. I would love to think that the teens are just so excited about Teen Read Week that they will be lining up outside the door to get a chance at the trivia contests. The reality is: the good prizes bring them in.
For those not working in schools, let me tell you the reality of putting this together. Two weeks prior I met with each of my library science classes, explained Teen Read Week, assigned creating a trivia contest and gave them a day to brainstorm as well as an additional day to write up the contest questions for approval. Two weeks later, all we needed to do was pull out the questions, clean them up and print them. Right? Wrong! First, only 2 contests could be located. Students could not wrap their brains around providing written contest instructions for the participants. Four exhausting days of proofing and rewriting later (we're only talking 3 or 4 questions per contest!) we were ready to print. New glitch. The media center printer that worked 1st hour on Friday will no longer print. Work order submitted. Try each hour to print. No deal. Monday morning: printer still not working. Fine. Allow students to sign in on my computer and print to the office. 1st contest-printed copied and ready to go. We're on a roll! 2nd contest.....printer has a jam. NOt supposed to touch the printer. Tech has to take care of these issues. Principal (being the GREAT guy he is) saves the day, clears out paper jam, printing resumes. Bell rings, class is over, student sent print job to printer that no longer works. Needed the contest copied for Tuesday a.m. As of 3rd hour, no students have participated (although only 2 have laughed at me!). I think (hope) the students just aren't awake yet.
Teen Read Week is annual YALSA sponsored celebration. This year's theme is "Read Beyond Reality". While the official promotional materials focus on alternate realities or other worlds, sciefi and fantasy, at AHS we are also thinking about how our reality as residents in the small Michigan town of Algonac compares with the reality of people living elsewhere in terms of culture, race, religion and geography. How will you "Read Beyond Reality" this week?
For those not working in schools, let me tell you the reality of putting this together. Two weeks prior I met with each of my library science classes, explained Teen Read Week, assigned creating a trivia contest and gave them a day to brainstorm as well as an additional day to write up the contest questions for approval. Two weeks later, all we needed to do was pull out the questions, clean them up and print them. Right? Wrong! First, only 2 contests could be located. Students could not wrap their brains around providing written contest instructions for the participants. Four exhausting days of proofing and rewriting later (we're only talking 3 or 4 questions per contest!) we were ready to print. New glitch. The media center printer that worked 1st hour on Friday will no longer print. Work order submitted. Try each hour to print. No deal. Monday morning: printer still not working. Fine. Allow students to sign in on my computer and print to the office. 1st contest-printed copied and ready to go. We're on a roll! 2nd contest.....printer has a jam. NOt supposed to touch the printer. Tech has to take care of these issues. Principal (being the GREAT guy he is) saves the day, clears out paper jam, printing resumes. Bell rings, class is over, student sent print job to printer that no longer works. Needed the contest copied for Tuesday a.m. As of 3rd hour, no students have participated (although only 2 have laughed at me!). I think (hope) the students just aren't awake yet.
Teen Read Week is annual YALSA sponsored celebration. This year's theme is "Read Beyond Reality". While the official promotional materials focus on alternate realities or other worlds, sciefi and fantasy, at AHS we are also thinking about how our reality as residents in the small Michigan town of Algonac compares with the reality of people living elsewhere in terms of culture, race, religion and geography. How will you "Read Beyond Reality" this week?
Thursday, October 15, 2009
Blog Action Day 2009
Blog Action Day inspired me to dust off the old blog and begin posting. According to www.blogactionday.org this is an annual event that unites the world's bloggers in posting about the same issue on the same day. The aim is to raise awareness and trigger a global discussion. How fun! This year the topic is climate change.
So my question became how does the issue of climate change relate to the school library media center? I could discuss how we strive to be good stewards of our resources, limiting print materials when electronic while suffice, recycling old paper, etc. Doesn't sound very progressive. Instead, I'll share how research went this week with a class that was researching climate change. No, this isn't a set-up. They were already scheduled for research days BEFORE I found the topic!
First, the issue gave me a chance to introduce the class to a new database from Gale: Global Issues in Context. This amazing database gathers Gale print reference material, topic overview essays, news, podcasts, magazine articles, etc. from around the world, providing a global viewpoint of topics (exactly what Blog action day is supposed to do!). For instance, if you are researching H1N1 the topic portal provides podcasts from Great Britain, video and images from China and Mexico, news article from Africa and Egypt, as well as statistical data and encyclopedia articles on influenza. I can think of no topic more globally connected than the issue of climate change, so off we went.
After a brief introduction to the resources students were off and running. The teacher required that each question needed to be answered using 3 different resources (triangulating data is an important research concept, especially when web searching). It was great to see the students enganged in the information seeking process as well as the discusion that followed.
One student was particularly interested to note that the statistical information provided on the geocraft website (www.geocraft.com/WVfossils/greenhouse_data.html) raises the question of how much of the "greenhouse effect" is caused by human activity. Statistical, the debate is weather water vapor is used in the calculating the equation. IF it is NOT used, than the human contribution is significant. If water vapor is used in the analysis, human contribution is negligable. My only concern as an information specialist is that the data provided on the website is from 1998-early 2000's.
I'm sure that this will help fuel the climate change debate!
So my question became how does the issue of climate change relate to the school library media center? I could discuss how we strive to be good stewards of our resources, limiting print materials when electronic while suffice, recycling old paper, etc. Doesn't sound very progressive. Instead, I'll share how research went this week with a class that was researching climate change. No, this isn't a set-up. They were already scheduled for research days BEFORE I found the topic!
First, the issue gave me a chance to introduce the class to a new database from Gale: Global Issues in Context. This amazing database gathers Gale print reference material, topic overview essays, news, podcasts, magazine articles, etc. from around the world, providing a global viewpoint of topics (exactly what Blog action day is supposed to do!). For instance, if you are researching H1N1 the topic portal provides podcasts from Great Britain, video and images from China and Mexico, news article from Africa and Egypt, as well as statistical data and encyclopedia articles on influenza. I can think of no topic more globally connected than the issue of climate change, so off we went.
After a brief introduction to the resources students were off and running. The teacher required that each question needed to be answered using 3 different resources (triangulating data is an important research concept, especially when web searching). It was great to see the students enganged in the information seeking process as well as the discusion that followed.
One student was particularly interested to note that the statistical information provided on the geocraft website (www.geocraft.com/WVfossils/greenhouse_data.html) raises the question of how much of the "greenhouse effect" is caused by human activity. Statistical, the debate is weather water vapor is used in the calculating the equation. IF it is NOT used, than the human contribution is significant. If water vapor is used in the analysis, human contribution is negligable. My only concern as an information specialist is that the data provided on the website is from 1998-early 2000's.
I'm sure that this will help fuel the climate change debate!
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