Mystery Blogger Award

Thank you to Rachel from Scorpio Book Dreams for this surprising nomination in Okoto Enigma’s Mystery Blogging Award. To be honest, I forget there are people who read what I write. I prefer to pretend no one’s reading, so I don’t get caught up worrying about reactions.

Rules:

1. Put the award logo/image on your blog
2. List the rules.
3. Thank whoever nominated you and provide a link to their blog.
4. Mention the creator of the award and provide a link as well
5. Tell your readers 3 things about yourself
6. You have to nominate 10 – 20 people
7. Notify your nominees by commenting on their blog
8. Ask your nominees any 5 questions of your choice; with one weird or funny question (specify)
9. Share a link to your best post(s)

Three Thing About Me:

1. My life has been in turmoil for the past two years, and I can’t see it returning to the way it was. And that’s okay. It’s moved on, in a different direction. I just wouldn’t mind a bit more certainty with work and money.
2. I maintain eight separate email accounts. For no reason that makes any sense. *shrugs* It’s just the way it is
3. I am about to become a Great-Aunt for the first time, and that’s pretty exciting.

Five questions answered:

1. What is your biggest bookworm confession?

 I read trashy romance novels on my kindle in between my YA. Hush now, don’t judge me.

2. What series do you re-read the most?

The Lumatere Chronicles by Melina Marchetta. I find myself revisiting them every couple of years. I know if I pick up Finnikin of the Rock, I won’t be able to NOT read the next two as well. It is an amazing series, full of flawed heroes and extraordinary circumstances. Highly recommended.

3. What fictional place would you most like to visit?

Maybe Cello in Jaclyn Moriarty’s The Colours of Madeleine series. But only if Elliot was with me to keep out of trouble when the weather changed.

4. What’s your favourite piece of bookish merchandise?

An ex-student gave me a perfect pair of owl bookends. I love them!

5. Which five authors (living or dead) would you invite to a dinner party?

Firstly, two of the most clever writers I know–Fiona Wood and Christine Bongers–so they can keep up with the intellectual conversation from my favourites of all time–Philip Pullman, Neil Gaiman and Alexander McCall Smith, while I sit and observe.

Nominations:

I am embarrassed to admit that I don’t spend time on too many other blogs. I am more likely reading reviews and recommendations through Instagram and Litsy. But these three people have excellent blogs that I do visit and read.

Clare @ofceilingwaxandotherthings
Elle @ellebiblio
Liz @lizderouet 

I will post to their timelines and see if they want to participate.

Here are my 5 questions:

1. Why should people read more?
2. How do you approach your book reviews?
3. Are you a blurb reader? A cover judge? Or, read what’s trending? How do you select books?
4. Can you see what the next big trend in YA might be?
5. Is there a screen adaptation that lives up to its book origins?

My Best Post Ever? The most popular? Or I one I like the most? 

So I explored my stats (huh. Who knew there was so much to learn?) and discovered my most read review is this one. I love all of Julia Lawrinson’s books, and it makes me happy that she visits my blog and has a look at my reviews #squee. But I have had lots of people land on my Best of 2016 lists. Just the thought of trying to match those lists this year makes me squirm. Oh how fearless I was when I was younger (a year ago).

Thanks Rachel for asking me to do this. Sorry it took so long to get it up. I have been working on it for a while now.

Leading Learning and Computer Science

The last two weeks of colloquia have been on vastly different content, but both sell the same message. We need to change the way we manage our classrooms, and the syllabus documents are finally starting to reflect that need – and move classrooms from a point of choosing to be more inquiry based, to demanding that they are. ‘Laggards’ (Rogers and Shoemaker, 1971) are really on their last chance.

Pip Cleeves is the best example of her own philosophy (Cleeves, 2016). Her classes are full of 21^st century learning, and her passion and enthusiasm for this type of practice means her colleagues are very lucky to have her on board. She does what she says. She does it well. She does it passionately.

We are all at different stages of that 21^st century teaching and learning journey. Having only recently returned to a school after 12 months of relief work, it’s been both comforting and challenging. I can see a strong change in teaching methods, and at this school at least, it’s coming from the top. Great to see a leadership team that seems to recognise the value in the concepts of blended, flipped and cross curriculum classrooms. I am only just starting to integrate myself into these discussions, and my confidence is growing.

Last week’s contribution by Rebecca Vivian honestly left me lost. I have managed to become reasonably tech savvy without learning code or delving into other technical aspects. Which suits me. My focus too, has always been on boys (my own sons and 10 years in a boy’s school), so this shift to girls is sharp and swift. Robotics at my new school is being given much attention, and the person in charge is taking on the leadership over their conservative views on YouTube and social media. I will watch with interest.

What has surprised a lot of us has been the continual discussion around analytics. Even last night, Annabel from ABC Splash had her version of data collection. It’s becoming a constant in this subject.

References:

Cleaves, P. (2016, July 28). Leading learning in a Web 2 world [online meeting]. In INF537 Colloquium week 3. Retrieved from CSU LMS Interact2.csu.edu.au 

Rogers, E.M. & Shoemaker, F.F. (1971). Communication of innovations : a cross-cultural approach,  2nd ed. New York : Free Press.

ELT532 Critical Reflection

This practical subject is welcoming to participants engaged in technology and learning. Its optimistic presentation of academic theory uplifts long-suffering students. I remember the frustrations expressed on the discussion forums – the struggle to make headway against hardware and software issues, network interference, and uninterested or overwhelmed colleagues. It’s one clear aspect of this subject: the task of building an effective online Digital Learning Environment (DLE) is complicated, and success depends on various criteria. Another important understanding is that there is no one perfect DLE; they are as varied (Wheeler, 2015) as the needs of students. Best practice argues we choose the elements which will work in our specific organisation (Casey & Evans, 2011).

created by poetics (2016)

If building an effective DLE was easy there would be little need for subjects like this. Completing a subject called Digital Citizenship in Schools, while not working full-time wasn’t my best decision, but we don’t need to be in a school to learn about participating online. We now live part of our lives in virtual communities, and our experiences can be transferred to those we teach. Students benefit from open and honest dialogue about developing safe, positive online identities (Boyd, 2014). Although I didn’t contribute actively to the forums that delved into leadership teams, perceptions of librarians, and the best language to use when articulating IT policy, I do sympathise with everyone’s points of view. It seemed redundant to post, ‘I feel your pain’, or ‘Wow! It’s great when you can see the change you inspire!’ with little else to contribute.

My posts reflect my reality of studying and volunteering. They show I struggle with what to give of myself. While not any less digital, my online life is certainly less pedagogical. I posted much about The Children’s Book Council of Australia because it demonstrates I am engaging in a digital environment, requiring collaborative and technical skills (Karbach, 2015) that can be transferred to education. This organisation trusts me (among others) with its public digital face, and I constantly debate how I present it to the world. My initial post about Will Kostakis was fuelled by anger, and it demonstrates how our online lives are linked into culture and society. Only ten years ago there was no option for such strong, immediate reaction, or the easy platform for Will’s thankful response.

Every deliberate interaction with online spaces makes me a better digital citizen. I benefit because I’m more informed and aware of the subjects in which I participate. Also, my contributions add to other’s views. Most importantly, all who interact positively are role models to younger people (Hollandsworth, Dowdy & Donovan, 2011), who should see that the best contributions they can make are ones that show them in a good light, and lift others to be better too.

I also enjoyed visiting other people’s blogs, reading their reflections, and finding ways to comment insightfully. Those most likely to blog are those who are confident with social media. I picked social media as the topic of the first assignment and can see that people who speak up without resorting to ridicule or self-promotion, are better equipped to navigate digital waters (whatedsaid, 2015). It makes sense this would be also true for young people (Lindsay & Davis, 2010). I’ve learned it’s far better we teach and guide students by letting them take a few risks than we ban, obstruct, and deflect (Schaffhauser, 2016). That won’t happen if we focus on the negative ramifications.

Teachers in the library, still students themselves, are immersed in the language and theory of education in the digital age. They are leaders, innovators, and worthy role-models. By building my online presence through the opportunities this course offers, I have joined their ranks. I am not currently working full-time, but in my next role I know I will be better prepared and more informed because of the challenges of ETL532.

References

Buckley, P. (2016). Coordinated Social Media Campaign. Retrieved from http://thinkspace.csu.edu.au/missusb/2016/05/21/coordinated-social-media-campaign/ [Blog Post].

Buckley, P. (2016). Digital learning environments beyond school. Retrieved from http://thinkspace.csu.edu.au/missusb/2016/04/11/digital-learning-environments-beyond-schools/ [Blog Post].

Buckley, P. (2016). ETL523 What is digital citizenship? Retrieved from http://thinkspace.csu.edu.au/missusb/2016/03/03/etl523-what-is-digital-citizenship/ [Blog Post].

Bailie, H. (2016). Digital Irony, retrieved from http://thinkspace.csu.edu.au/hbailie/2016/03/31/digital-irony/ [Blog Post].

Boyd, D. (2014). It’s Complicated: the social lives of networked teens. Yale University Press.

Casey, G., & Evans, T. (2011). Designing for Learning: Online Social Networks as a Classroom Environment. International Review of Research in Open and Distance Learning, 12(7), 1-26.  Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ963966&site=ehost-live.

Hollandsworth, R., Dowdy, L., & Donovan, J. (2011). Digital Citizenship in K-12: It Takes a Village. TechTrends: Linking Research & Practice to Improve Learning, 55(4), 37-47. doi:10.1007/s11528-011-0510-z.

Lindsay, J., & Davis, V. (2010). Navigate the Digital Rapids. Learning & Leading with Technology, 37(6), 12-15.  Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ886385&site=ehost-live.

Lucas, A. (2016). Online Trolling, retrieved from http://thinkspace.csu.edu.au/liblog/2016/04/14/online-trolling/ [Blog Post].

Karbach, Med. (2012). 33 digital skills every 21st century teacher should have. Educational Technology and Mobile Learning. Retrieved 23 May 2016 from http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html (now updated to: The 20 Digital Skills every 21^st Century Teacher Should Have’ (March 2, 2015).

Morschel, B. (2016). 4.1 Globalisation of information and learning, retrieved from http://bmorschel.edublogs.org/2016/04/02/etl523-digital-citizenship-in-schools-module-4-notes/#comments [Blog Post].

Schaffhauser, D. (2016). Researchers: Forget Internet abstinence; Teens need some online risk.  Retrieved from https://thejournal.com/articles/2016/05/16/researchers-forget-internet-abstinence-teens-need-to-face-some-amount-of-online-risk.aspx.

whatedsaid. (2015). Can you teach digital citizenship if you are not an active digital citizen yourself?  Retrieved from https://whatedsaid.wordpress.com/2015/05/08/can-you-teach-digital-citizenship-if-you-are-not-an-active-digital-citizen-yourself/ [Blog Post].

Wheeler, S. (2015). Making learning personal Learning with ‘e’s: Educational theory and practice in the digital age. United Kingdom: Crown House.

ETL523 What is digital citizenship?

So a thing happened yesterday and I got involved–sort of, as much as I do with anything. It’s the best example I can provide for my understanding of, and participation in digital citizenship. It’s where I’m at right now.

I read Will Kostakis’s new young adult novel, The Sidekicks, in December. Long story short: It was in draft form. I sent him a few emails with suggestions and love (for it), and then my friend and former colleague Megan asked me to review it for her blog. I did that.

On the day The Sidekicks was released, February 29, Kostakis came out on his own blog. I quietly cheered him on. I shared his news with a couple of friends through emails, but didn’t do or say anything publicly. I was even hesitant to share his news privately. Who was I to tell people? Then I decided it was okay because Will posted on his blog. You can’t get more public than that.

Then, yesterday, on the day of his Sydney launch, this happened. Here are the two emails on his blog.

And I got angry. I spent most of the afternoon, posting, sharing, and commenting (Richardson, 2008).

I felt powerful. I felt engaged. I felt connected.

But the whole time I was mindful. I thought about my language. I re-read before I published. I wanted to remain respectful, and not over step any mark, but I did want my voice to be heard. I wanted to show my support.

I wanted to reach out, and hopefully be part of something bigger, but I was also conscious that these posts would always be there, and reflect my ideology. Plus, I needed to be sensitive to Will’s situation, and cautious for myself (Bailey, 2011).

I want to be someone people trust (Richardson, 2008). In the matter of YA novels, I want to be a reliable and knowledgeable expert, someone who people can turn to. I need to protect my brand.

And then I sat back to watch the fall out. It’s a funny thing to say ‘sat back’. Literally, I did no such thing. I was everywhere I could be. Virtually I mean. Of course that’s where I was.

I read lots of articles (I would link to more, but they all say virtually the same thing). I went to Will’s twitter feed for his view. I saw what people I trusted had said. I conferred. I contemplated. I transitioned from my PC to my iPad, and then to my phone when I left the house. I scouted many different social networks, and news blogs, and took note of comments.

By the end of the day, I felt vindicated. Will received so much support. He even went global. In terms of our relatively small community, we were almost viral (for about 4 hours).

Digital citizenship means participation. It means connection. And it fits seamlessly into our life, without any effort. While I was composing these posts and scanning my twitter feed I was reading an article by Richardson, and organising memberships for CBCA. I cooked dinner, and sat in front of My Kitchen Rules, all the while texting and scanning. My online involvement is pervasive and immersive.

And while I sometimes think no one even notices when I put myself out there, I still have to realise my interactions never disappear. When I look at my entire response, it’s actually quite small. But it meant something to me. I am part of it.

This doesn’t have much to do with teaching and learning, I concede. But I am not now in a school. My only connection to students currently is my reputation with educators who might read my reviews and use them to assist readers with book choices. But that doesn’t mean my online life has any less value than others who are. My experience more likely reflects how students are immersing themselves online (Wheeler, 2015). Oh, they probably aren’t being activists for diversity in literature, or campaigning for climate change. They are more likely ‘shipping the latest OTP at Archive of our own, or sharing fan art on Tumblr, or creating playlists on Spotify. The point is they are, like me, finding like-minded individuals who share the same passions. And it’s not anything unusual to them; it’s comfortable, it’s easy, and it’s meaningful.

So for now, I will participate in my online communities as best as I can. I will be kind and tolerant. I will think before I post. I will make a difference.

(I will also be more scholarly next time. Probably.)

References:

Ribble, Mike. (2011). Digital citizenship in schools. International Society for Technology in Education.

Richardson, W. (2008). World without Walls: Learning Well with Others. edutopia. Retrieved from edutopia website: http://www.edutopia.org/collaboration-age-technology-will-richardson

Wheeler, S. (2015). Digital Learning Futures: Mind the Gap! YouTube: INTED 2015.

please note that the people whose names appear on the facebook post gave their permission for their names to be included. The post was also shown to Will Kostakis.

Reflective statement of the development as a social networker

INF506 is an unusual subject in that it offers students an opportunity to develop a real-world project allowing practical application in an academic course. I learnt theory that is vital when trying to implement new programs in schools, and I gained practical knowledge when I used social media to promote and enhance my project. Together the theory and practice have ensured I am more appreciative of, and confident when, using social media in my professional life. Of course there are still issues to grapple to ensure our complicated messy on-line world leaves a safe, productive space for our young digital citizens.

The theory presented in the course can be used to support a social media plan for a school library. I learnt that no matter how and when libraries embark on the journey, there should be a plan and a purpose. The clear, evidence-based arguments justifying why social media can and should be part of a marketing and promotional initiative were exciting to read. When implementing any new program, or introducing a radical plan which may be dismissed by leadership, it’s crucial to specify the goals and targets. Include evidence of the increased reach libraries can create by building networks in spaces that young people frequent, add a collaborative approach by all library members, so the tone of delivery is consistent and appropriate, and a realistic and workable process is now in place.

I also learned about the role of the participatory Web 2.0 tools in an effective Library 2.0 plan. Not only does a social media plan reach out to students, it also permits them to participate and comment. Feedback provides library staff an opportunity to listen to the needs of users, and encourages users to feel a positive part of the evolution of the space. Social media builds trust because both parties feel included as they work together. Entering a dialogue with users leverages social media in an exciting and immediate way. I look back at my first post where I voiced concern regarding the unrestrained access students allow to their on-line personas, and now realise libraries need to operate in a similar way—presenting an open, transparent persona of their own to support their educational agenda.

One challenge is that school networks filter out Facebook, Twitter, and Instagram. However, a primary goal of the social networking plan is to reach students outside the physical school space, so it is not as large a problem as it might seem. Another issue is the way students interact on their personal social sites is often inappropriate in a school context. I experienced this with my year seven classes when I asked them to join a social network site to record their reading journey. Their habit of banal and irrelevant chatter was difficult to break.

The social media project also provided many insights about promoting and connecting. There should be an appropriate number of posts, neither too few nor too many, when asking people to join an activity or attend a function. Unless there is a clear understanding about how the experience can benefit the patrons, they are unlikely to engage. While it’s a good idea to vary the content and the language of posts, it remains important to link parallel content back to the main promotion, otherwise the message is weakened. Another important consideration is choosing the most effective social media platform. When an audience already exists for one platform, it is not clever to start a new platform, ‘just to try it out’. It takes time to build a trusting audience, and a week before the promotion starts it not enough time to get that audience set up.

Using networks and connections more effectively was another lesson. Megan Daley, from Children’s Books Daily, is a well-connected teacher librarian and presenter. Not only does she tap into the librarian and publishing world, she has also a strong link to the parenting world. These three groups would have been ideal targets for the project, and not getting her on board meant its reach was limited. Networkers must be prepared to take advantage of every connection, and not be concerned about bothering others. Her involvement would benefited many parties. While I am disappointed in the lack of interest in my project, just last week end four excited volunteers visited four satisfied bookshops and spoke to enthusiastic community members about books and reading for children and young adults. Generally, the day was a success.

The only new platform I joined was Instagram, which I am loving. And I do feel more confident and excited about being more active on the ones I already use. My twitter feed is filled with more original content, my library Facebook page has a more relaxed tone, with more ‘fun’ posts, and I have really enjoyed sharing relevant posts from my personal Facebook feed with the INF506 group. It really is all about the sharing, isn’t it?

Authentic information in a socially networked world

Transformational learning does not need a lot of money, nor a three year plan (Heick, 2015), it just needs to change the approach to learning. It is a massive shift, but it can be done with the tools that are available through Web 2.0, and the library 2.0 paradigm.

Wikipedia has been part of the transformation of knowledge. It’s the most widely used online resource (Garfinkel, 2008), and information professionals need to address the challenge it presents. While it’s clear that a large majority of its articles are accurate, their commitment to the philosophy of verifiability is troublesome. This is a fairly complicated standard to explain to young people – but add it to the reasons why Wikipedia appears so highly in a Google search, and a compelling argument for dissuading students to use Wikipedia emerges (Garfinkel, 2008). We do live in a connected world, one that allows for open and transparent collaboration, but teaching children and young people to be critical about sources like Wikipedia for assignment work is an important part of the role. The implications extend from small ripples such as the concern about plagiarism, right through to the extreme end, where journalist are interviewing fraudsters due to not checking credentials. Crediting sources and verifying information must happen if we are to maintain a high standard of the traditional notion of accurate news and information (Garfinkel, 2008).

As well as alerting students to be discerning about the misrepresentation of information, educators need to also be mindful of the implications of personal misrepresentation. Creating online identities is almost second nature to these ‘NetGenners’ (Lorenzo, 2007) and young people can be pressured into making ill-informed choices about how to present themselves. The furore over the MySpace angle shot (Sessions, 2009) showed the level of anger directed towards people who used such deceptive methods. It’s interesting that of all the issues young people could get upset about, this is the one that stirs them up. Wanting others to represent themselves ‘authentically’ (Sessions, 2009) is a legitimate desire, and yet some of the comments, the exposures can only be described as mocking and cruel. Not only can informational professionals conduct a dialogue about the merits of being authentic on-line, but they can also discuss the importance of tolerance and compassion towards others who may not have very high self-esteem.

Making use of Web 2.0 tools to reach out to students to support their information requirements, and to teach them positive digital citizenship makes the job much easier. These are the platforms where young people reside. This is their domain. We need to get a foothold into them.

References

Garfinkel, S. L. (2008). Wikipedia and the Meaning of Truth. Technology Review, 111(6), 84-86.

Heick, T. (2015, May 21). Tomorrow’s Learning Today: 7 Shifts To Create A Classroom Of The Future. Retrieved 21 May 2015, from http://www.teachthought.com/trends/shift-learning-the-7-most-powerful-ideas-shifts-in-learning-today/

Lorenzo, G. (2007). Catalysts for change: Information fluency, Web 2.0, Library 2.0, and the new education culture. (March). Retrieved from https://web.archive.org/web/20110409150214/http://www.edpath.com/images/IFReport2.pdf

Sessions, L.F. (2009). “You looked better on MySpace”: Deception and authenticity on Web 2.0, First Monday, 14(7), 6 July. Available   http://firstmonday.org/ojs/index.php/fm/article/view/2539/2242

Did you know?

The video, Did you know? created back in 2009 posits a number of clear trends. Some have proved to be astute, while the others merit some debate about their longevity. Here are five that have withstood the test of time.

1. An increased reliance on visual media to access information.
2. Mobile devices as the primary source of accessing the Internet
3. The issue of piracy
4. Increased use of Social Media Networks in workplaces
5. Increased content creation

As more young people turning to video material for their information and entertainment (xplanevisualthinking, 2009), there is a genuine need from libraries to respond accordingly. Instead of creating help documents full of text, libraries need to take advantage of visual images that can impart the same assistance in a more appealing way. When trying to attract a higher participation rate of users, social networks, such as YouTube and Instagram, need to be leveraged rather than more text-based ways of communicating such as emails or blogs. By engaging with them on a platform they are familiar with and enjoy, libraries will have a better chance of capturing their attention.

Mobile devices as the primary browsing platform is forcing developers to re-envisage the way websites are built. Many of the templates that work well on standalone computers are being replaced by more mobile-friendly ones. They are graphically bolder, with less finesse, as such intricate extras are unnecessary when viewing on a phone. It’s also important to contain file sizes. People constantly using their phones might be partly responsible for the rise of microblogging sites like twitter, and visual sites like Instagram. These are easily accessible, and don’t take much time to update or download. Libraries who are connecting with patrons through their phones are realising the potential outreach.

 

Piracy continues to be an issue (xplanevisualthinking, 2009), and will increase unless governments put more thought into developing more sustainable policies. Currently legislature is so far behind the digital environment, it’s going to take a lot to stop people from taking whatever they want. It’s a primary role of school libraries to make young people aware of the ethical and legal issues surrounding, not only downloading content without permission, but also creating a positive online presence and being considerate and thoughtful towards others at all times.

Social media is becoming an acceptable, valid and effective way to market (xplanevisualthinking, 2009). As these previously ‘play’ sites become more oriented towards business and advertising, young people need to adjust the way they view them, and use them. Libraries can also leverage social networks to their own advantage, to market their services, and to promote themselves as a useful community resource.

The final trend is content creation (xplanevisualthinking, 2009). People are confidently uploading a range of different media styles and formats to the Internet, and sharing their artwork, their stories, and their ideas with a global audience. The immediacy, the cost-effectiveness, and the feedback means that anyone can post, and anyone can comment. Young people are learning very quickly how to monitor and assess their online presence. There is a lot ‘out there’ for libraries to also share, post and participate in.

These trends are not unexpected. Libraries need to ensure they can advantage of social networking tools to connect with patrons, as well as acknowledging their obligation to educate young people about the importance of creating a positive digital tattoo (McTaggart, 2015)

 

References

etsmagazine. (2015, March 2). The Digital Tattoo: Think Before You Ink. Retrieved 09 May 2015, from http://educationtechnologysolutions.com.au/2015/03/02/the-digital-tattoo-think-before-you-ink/

xplanevisualthinking. (2009, September 14). Did You Know 4.0. YouTube. YouTube. Retrieved from https://www.youtube.com/watch?v=6ILQrUrEWe8

 

Update on Year 7 social networks

As with anything introduced to a class that is not assessed or connected to the curriculum in an explicit way, the follow through by students is going to be varied. But generally, the number of boys who jumped on board, has been limited. Because most boys didn’t use their social media site voluntarily, I initiated a new rule. Cards would not be stamped by staff unless the students showed they had contributed a review. I made it mandatory. I mean, it always was, but until I actually gave an incentive to write, they didn’t complete the task.

Still, they use it sparingly and in superficial ways. No matter how much I push the idea that social media can be used in different contexts, they do not treat it like it’s worthy of their best efforts. As well, each site has drawbacks that have implications for boys being able to use it appropriately.

Because each class is quite different, it is not clear whether the best app is the best app because it is being used by the best class, or if it’s the app itself. I want to highlight some of the positives and some of the negatives that have been discovered during the last two months.

Note this term, all classes are reading Dragonkeeper by Carole Wilkinson (2003) as their English novel, so it has been used as a way to start discussions and receive comments. Also, each image is a thumbnail to limit their size and space they use. Click on the image to see it in more detail.

 

7A Goodreads

Positives. I have been able to create a private group, so that students can discuss a book together without it being public. I have started two discussion boards about Dragonkeeper, and students have been adding comments and thoughts about it. (see image on right). It also allows those boys who are ardent readers to add more books from their reading history, and keep a record. They can also create shelves, and update reading progress and comment along the way. They can connect to other readers outside the group and find books similar to ones they like. (see image on left. Zak has not read 45 books since we started this activity).

 

 

 

 

Drawbacks. It is difficult to use at school because the website is classed as ‘social network’, and our security system (Netbox Blue) blocks its content and students can’t always get on. Also, our network sometimes makes it impossible for students to create their account at school, so I had to rely on them doing it at home, and without constant reminders, some students did not create a log on. The mobile app version, used on the boys’ iPads did not always work consistently with the group account. Boys found it difficult to locate the poll, and comment through the discussion topics. It was also not clear how to reply to other’s posts. The app has been frustrating for all of us. It is impossible for me to ask the boys to complete work on Goodreads at school because not all students will have access.

 

7B Blackboard Blog

Positives. This is the most difficult class, in terms of both ability and behaviour (coincidence? I think not). Putting them onto the most controlled environment was deliberate. It didn’t require them to create a new log on, or have to deal with a new site. It only allows them to add posts, and comment on others. It is totally private and no one else can see what they are posting.

Drawbacks. It is not very appealing in terms of design or format. It doesn’t allow the students any freedom to customise or personalise. It is evident, based on the comments on this particular post (see image below) that the students are not inclined to be thoughtful or relevant. They also write very little about their own reading. (see image on right) 

 

 

 

 

 

7C Wikispaces

Positives. I like that this site forces the boys to learn to be creative with the technology as well as using it as a writing tool. Each student has to design their own page, which has been a challenge for a lot of them. Students can easily access and see what other classmates are reading, and have been extremely happy to comments on each other’s pages. I added a page specifically about Dragonkeeper, which has added to their conversations (see image on left).

 

 

 

 

Drawbacks. The students have really struggled with having to create their own pages. The image upload and insert is glitchy, and students’ book covers are being replaced when others upload, and that really isn’t good enough. Lots also struggled to create a log on. If they didn’t manage to complete that task in class with me walking them though it on the first day, they then had it do it alone and some took a month to finally join the group. This is the only site where boys ‘nark’ each other. One student has told me he is not going to post again, so I will have to sort that out. Here are a couple of examples of the best and worst attempts so far. (see below images).

 

7D Riffle Books

Positives. It has been easy for the students of this class to find and ‘follow’ each other (see image on left). It’s a clean and uncluttered space, and there is a simple way to add books and reviews. There is a nice feature which allows members to create lists, and some students have taken the opportunity to do that. Here is the profile of the most prolific reader. (see image on right)

 

 

 

Drawbacks. It’s a relatively new site and being US based, it often doesn’t have the Australian books that my boys read. We have been unable to use it as a way to confirm the book has been read. It also doesn’t have the option (which GR does) for people to manually add titles. It doesn’t let me create a group, or a poll, and there isn’t the option to create shelves, or update reading progress.

 

7E Edmodo

Positives. It is another uncluttered space, which is very user-friendly. I created polls, to which the boys responded enthusiastically (see image on left). It is easy to work on simultaneously, and it has been the most active site of all of the ones used. It works like a facebook page, so it encourages short, snappy posts, although images are easily added. I think it is just the calibre of this class, but their posts have been the most articulate, the most thoughtful (see image on right).

 

 

 

 

Drawbacks. Another example of a place where students have to be invited, and if something goes amiss with them receiving the group code, or not setting a log on in a timely fashion, some boys delayed their inclusion for a long time.

 

7F EduBlogs

Positives. As with the case of the wiki, the ability to allow students to learn how to create their own space is highly desirable. A blog gives students more freedom, more flexibility, and more ownership. It really is their space. Here are some examples: Sam’s; Artie’s and Jack’s.

Drawbacks. It is much harder for the students to comment on each other’s posts. They have to log into mine first, then log into the person’s blog, and then sign into Edublogs again, to ensure their comment is identifiable. I also had some boys who still haven’t created a blog, and following up on this has become a discipline issue, one I would rather not have to pursue.

This has been the most frustrating part of the exercise with the majority of the classes, and it is a reminder that getting students set up deserves quality time devoted to it. Although the use of social media has not been consistent throughout, and the sites themselves are often unreliable, the main outcome was to improve borrowing rates and give Year 7s incentive to read. I believe that result has been achieved.

Intro to INF506

[social network] noun

To be socially networked is to be present in virtual worlds. To create an identity and be visual. To juggle many balls, to ensure a positive footprint, offer a consistent voice, be a politically correct sounding board. It’s all easy until it isn’t. It’s all fun until it’s not. And it’s all free, until it costs.

I am aware of my cynical attitude to social networks. It’s because I live with three cynical males. I am constantly told how much my data is helping big corporations. My sons mock me when I think I am edgy. My husband refuses to come on board. But that’s okay. I interact, I connect, I feel a part of something.

I don’t have time to have a wide array of interests. Between work and study and CBCA, I barely have time to fold clothes. So, my online life is hardly vibrant or illuminating. I read books. I post reviews. I have connected my GR to my fb and to my twitter. So it’s all I post. Boring huh? But see, it isn’t really. Because I don’t spend any time looking at my own posts; I look at others. It’s all about the connections. Some one who follows Bieber, Taylor Swift and Kim Kardashian on twitter are going to have a totally different experience from mine. It’s pretty clear where my allegiances lie – Allen & Unwin, Penguin House Australia, Inside a Dog, and IBBY reflect the kind of information I want to see.

So Facebook has become a place for me to learn more about librarianship. Liking ALIA, and ASLA, and Guardian Culture means I can keep up on events and research, and then allows me to share or comment. Following @Wild Things Bookshop, @Bris Writers Fest and @Carnegie Greenaway lets me know what’s happening close to home and far away.

Looking at the wordle, the scary concepts for me are ‘consumption’, and ‘allow’. Teenagers just consume. There’s little thought or consideration. And they allow…allow access, allow sharing, & tagging, and it’s 24/7. There is no time out, no wait and see, no pause for dramatic entrance. Just full steam ahead and damn the torpedoes.

So where to find me:

https://www.facebook.com/TrishaBuckley

@trishjb

https://www.goodreads.com/user/show/5528079-trisha

https://www.pinterest.com/missusb1/

They are the main ones. I have tried almost all the others, these are the ones that have stuck.

But is the face of social networking changing? And who decides if and when it does? Are the Google Apps a social network? I can’t believe how useful Google Docs are. Why isn’t anyone on Ello? Why aren’t kids more terrified of this stuff?

All good questions. But really, I just want to know how to get people to get off their living room couches to attend (our cbca) functions. Is it possible that the answer lies in social networking? Enquiring minds (by that I mean mine) want to know.

#lovemeagoodhashtag

 

 

 

 

 

 

 

 

Context for Digital Story Telling Project

For the past three years our Year 8 students have engaged in a cultural studies unit, called ‘Life: Cultural Contexts: Personal Stories and Poetry’. The primary assessment task is the creation of a digital story. Ensuring students develop multimodal skills (Walsh, 2010) is an important component for 21^st century learners (Dockter, Haug & Lewis, 2010; Dreon, 2011), and an essential requirement of the Australian Curriculum (ACARA, n.d.).

Although the overall unit structure, content, and assessment task has remained the same each year, the emphasis has changed slightly, primarily as an attempt to ensure students achieve success. With the introduction of new technologies, both teachers and students struggle to understand what they are to produce, so each yearly review has resulted in changes to resources and task requirements.

Initially students were asked to write a personal story that reflected their place in a specific cultural group, with the definition of ‘cultural’ broadened to encompass groups such as sporting clubs and musical ensembles. While engaging with one’s own story can be empowering (Dockter, et. al., 2010), our students’ youth resulted in many presentations about sportsmanship or mateship, with little depth or emotional connection.

The following year we focused on the idea of a personal narrative that espoused a value or belief, de-emphasising culture, although students continued to read My Girragundji by Meme McDonald and Boor Pryor (1998). These digital stories lacked a strong narrative structure, because students focused on the value, resulting in more didactic stories, which were usually less engaging for readers (Barack, 2012).

This year we tried to ensure they had a clear grasp of narrative structure, and that they included not only a value or belief, but also an understanding of empathy. We also encouraged them to be more imaginative, rather than to write personal anecdotes which tended to be mundane and clichéd. By all accounts, this year’s stories were the best so far.

Regardless of focus, the paramount aim is to teach students about effective storytelling. Point-of-view and emotional engagement (Dreon, 2011) are the most important and the most difficult elements to convey.

Throughout the years there have been issues with technology. Initially, few students attempted a voiceover, and many did not consider copyright concerns. There were also questions about the technology students chose. Book Creator (2014) was an option which essentially created a linear e-Book which didn’t encourage the development of mood or emotion.

Although students are quite clever with iMovie, Keynote and other programs more appropriate for this task, all have strengths and weaknesses. Students need to have the range of functionality pointed out, so they can make an informed choice. This means teachers must be up-to-date, and unfortunately that is not always so.

I attempted to create a digital production capable of being reproduced by students, using easily accessible programs: Movie Maker, Audacity, Art Rage, and a Creative Commons Image search. I took photographs and videos on the iPad. I was fortunate enough to have a family member who could play piano and one who contributed the line drawings. One of my library assistants provided valuable help with the voice-over files. so it is very much a collaboration.

Although I am able to access all the Year 8 classes sporadically, I cannot attend every single lesson for all six classes for the duration of the eight-week unit. By creating this digital story (Game Face) and some related teaching resources, I hope to supply a range of tools to assist students with their own digital stories. It is important to remember the actual three minute presentation is only part of the help needed. Students must be shown how to use the tools, and must be guided through the process. Individual students have different levels of expertise (Kingsley, 2007) and different access to technology, so teachers must deal with students individually.

References

Barack, L. (2012). Apps, Shmapps. It’s About Story. School Library Journal, 58(2), 12.

Dobler, E. (2013). Looking Beyond the Screen: Evaluating the Quality of Digital Books. Reading Today, 30(5), 20.

Dockter, J., Haug, D., & Lewis, C. (2010). Redefining Rigor: Critical Engagement, Digital Media, and the New English/Language Arts. Journal of Adolescent & Adult Literacy, 53(5), 418-420.

Dreon, O., Kerper, R. M., & Landis, J. (2011). Digital Storytelling: A Tool for Teaching and Learning in the YouTube Generation. Middle School Journal, 42(5), 4-9.

Goodwin, B. (2013). The Reading Skills Digital Brains Need. Educational Leadership, 71(3), 78.

Kingsley, K. V. (2007). Empower Diverse Learners With Educational Technology and Digital Media. Intervention in School & Clinic, 43(1), 52-56.

McDonald, M & Pryor, B (1998) My Girragundji, Allen & Unwin, Melbourne.

Red Jumper Ltd. (2014). Book Creator. Retrieved from https://itunes.apple.com/au/app/book-creator-for-ipad-create/id442378070?mt=8.

Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? Australian Journal of Language and Literacy, 33(3), 211–239.

Weigel, M., & Gardner, H. (2009). The Best of Both Literacies. Educational Leadership, 66(6), 38.