Reflections

I decided that my last blog would be a reflection of all the things I learned, the aha! aha! moments and the challenges.  Last Thursday, April 30th, I was invited to the Ezra Jack Keats Illustrator's Award Ceremony by Professor Ward, Children's Literature Professor.  I met and mingled with the recipients and other invited guests.  Professor Ward spotted me and introduced me to a host of other children's authors and illustrators, including Christopher Myers, children's author and son of author Walter Dean Myers.   I was delighted.  He asked about my school which is a few miles from his home.  He promised that he would drop by and visit our children.  Here comes the bomb.  Are you on Facebook, Twitter?  I was so embarrassed, that I envisioned my face to resemble that of a pomegranate.  I am not on Facebook or Twitter and I had no business cards.    I was forced to use Professor Ward's business card on which I transcribed my own.  O.K. Good News.   We exchanged information and he posed for a picture with a familiar stance of a character in one of his famous books.  This took the shame out of my eyes.  Either I am now prompted to engage in Social Networking on a consistent basis and/or purchase a box of business cards so that I don't miss any opportunities to make a good lasting impression.

I related that story because as this class comes to an end, I realize that I will never look at Instructional Technology the same way.  While I am not an expert by any stretch of the imagination, I believe that with time and practice I can meld my experiences to contribute to an effective instructional program.  Oh! Did I mention that I joined the Technology Club and have shared most of my reading assignments, ideas and project initiatives to add value to the program designed for elementary school students.  

There were several highlights to this class which was supported by group efforts.  I enjoyed the hands-on workshops i.e. Podcasting, Social Networking, Blogging.   I had mixed emotions when I first registered for this class, but now I am wondering why I did not enroll sooner.  I discovered that even though "Blogging" was an integral part of the class, it was an act that took a lot of time to compose my thoughts-something that I believe should have been more spontaneous.  I grew however, to like it and may wish to continue "Blogging" in another capacity.  Who knows, my principal may one day have an epiphany and call upon me to reorganize the library space for which I am more than prepared to do.

As I say farewell to Pratt for now, I know that I am walking away with enough skills to advocate for children who otherwise are not receiving the benefits of an effective library program or technology program.  As a member of the Technology Club, I am hoping to collaborate with the technology teacher, administrators and classroom teachers to design an effective program for children.  

At this point, I am feeling the effects of my allergies that is making me drowsy, resulting in a nose like Rudolph the Red Nose Reindeer.  As a life long learner, I have honed the necessary skills to explore, read, wonder, search, blog, share, learn, teach and communicate with like minded people.   

Great class

Is Google Making Us Stupid?

According to the Journal of Technology and Teacher Education, Spring 2002 article, Integrating Technology into the classroom:Eight Steps to Success "Learning should be the impetus that drives the use of technology in the school....Technology integration necessarily alters the traditional paradigm of the teacher providing wisdom and the student absorbing knowledge...and for good reasons. Students must lean to search and discover knowledge and actively communicate with others and solve problems so that they can become productive life-long members of society."

Is Google Making Us Stupid? After reading this article, I thought about my experience with Google and that of my students.  I recall substituting for the technology teacher and prepared what I thought would be a follow-up lesson on animal habitats, assuming that students were already familiar with search engines.   I began the lesson with the search engine written clearly on the chart paper and bookmarked the site on each MAC laptops.  I assumed that since students had technology instruction for the last four months, four times weekly with a duration of 45 minutes that this exercise would add substance to their projects. This activity varied from confusion to joy. Some students knew what to do, some helped others with the discovery while others demonstrated reluctance to touch the keyboard or participate.  As I circulated the room, knowing that this lesson was a disaster, I quickly turned it into a discovery session. "When you pressed _____ what happened? " What did you do first, next....? What discoveries did you make? What information did you find? I later discovered from the classroom teacher that students were not given the opportunity to touch the computers during their instructional sessions. I was outraged and questioned what occurred. The technology teacher responded by saying that students are not ready to use the computers because they don't listen and they will break the keys. This is an isolated incident but how often do we find that our students know more than we do and what they don't know is our responsibility to teach and expose.

When technology became an integral part of the curriculum, it was rather exciting but soon waned for lack of knowledge and training.  Many saw this medium as an intrusion, more work to do and more time spent to learn what to do.  This new learning required extra time and time was something that teachers claimed they didn't have.  Those who welcomed "change" soon discovered that they were learners as well as teachers and their "authority" was not usurped by this technology tool.   

Does Google Make Us Stupid?  I am a tactile and visual learner.  I tend not to read manuals unless it is absolutely necessary.   My first approach is to teeter, make mistakes and hopefully learn from them.  Google offers speed in accessing information as oppose to skimming through numerous books.  I approach my blogs and research papers a little differently, for everything is written on paper first then transcribed on the computer.

I think Google is changing the way we access information, how we interact with others and how efficiently we use the medium to get what we want. "Google is motivated by a desire to use technology, in Eric Schmidt's words to solve problems that have never been solved before". I wonder how many people still have a black book or an address book? I often hear the term when you ask a question and are told to just Google it. As a search engine, Google is accessible and will solve most of your inquiry problems. Compared to an encyclopedia and other printed sources, google offers immediate connectivity to other resources that you can share with others through email, text and the like. Some may argue about the ease and the abundance of information for which to choose from but in this technological age, it is information, information and more information.  

The question remains, is it making us "stupid?"  Organizations thrive on information and "stupidity" by offering those features that will make you an expert and keep you paced with the ever changing informational era. Google, in fact may not contribute to making us "Stupid" but may in fact contribute to our "laziness" by providing social tools, tutorials, "live help" prompts to answer questions and address challenges, navigational and geographical maps, and connectivity to a host of other resources.  I remember using an electric typewriter to type my undergrad thesis.  At the time, I was so careful not to make any errors on the onion skin bonded paper which was erasable but still had traces of murky shadows.  Now as I type my papers, I am far from being accurate, matter of fact I am absolutely reckless with the assurance that spell check will catch all my errors.  

The Google articles also brought the question of ownership to mind.  Who really owns information?  There are so much information in cyberspace that management becomes an absolute problem. There are those who are absolutely paranoid about using online services and the information needed to conduct business or make transactions. Even though I became a victim of identity theft

I realized that information theft is a growing and lucrative business and no matter how careful you are, someone can make your business their business.   

In all, I don't think that Google makes us stupid if we are in sought of opportunities and trends to make our lives easier.  If anything, it may have added to our need for speed and our laziness to retain and maintain interpersonal information and minimize human contact. With Google at the helm we don't have to get lost and try to retrace our steps, and we certainly don't have to comb through a host of printed materials to get information.  With a computer, an idea and some time we can surf and search until our desired needs are met.  

Blog Pass

I would like to pass on Blogging this week.  Working overtime on classroom projects for the School's Annual Quality Review.  Blog next week.

Librarians New Role

Our view of libraries and Information Specialists are changing.  The physical space as well as the activities/workshops that occur between the doors have truly reflected the community.  The Central Branch in Brooklyn encourage participation from its diverse residents from birth until.  Programs such as:  "Brooklyn Read to Babies" program, Ezra Jack Keats story time where children receive free books, RIF, Tutoring, Education & Job Placements /Employment Centers, Bookmobile and Kidsmobile - going to schools, ESOL services, Multilingual Services, Business Library, Caribbean Literary Cultural Center- community based organization, featured artists, concerts/lectures at the newly renovated Dweck Theatre and other services.  Oh! I forgot the Brooklyn Collection Center where patrons can research information about Brooklyn and gather additional information from the Brooklyn Daily Eagle Newspaper online. 

Let's not forget how passionate Brooklynites are about their borough so space for participation in contemporary culture is an on-going process.  The Central Library have brought out the uniqueness of its diverse population and have created physical as well as virtual space for communication and participation.  With the library's extended hours patrons have utilized all corners and empty spaces to read, talk, research, connect and socialize.  There are nooks for interpersonal face to face communications and computer time to connect virtually to friends and family.  The reception foyer has a seating area to drink coffee, eat a sandwich or a cookie as you release the events of the day with a stranger, friend or in solitude.  There are conference tables to speak loudly where book clubs meet and discuss without the "shushes".   On an academic note, books and resources that are not available can be obtained through interlibrary loan.

With so many services and attempts to satisfy the community's need, the role of Librarians /Information Specialists must change.  There are individuals who squirm when I discuss my studies at Pratt as if they have never heard of a Masters in Library Information Science.  A knee jerk reaction is achieved on the word Science as if to say "OK, since it has something to with Science, then I guess it's alright." One of the most challenging classes I ever had at Pratt was LIS 654-Information Technology aka HTML.   I pondered the reason for such torture, but it was explained that Librarians need to be skilled in all aspects of technology and in the event they are called upon to analyze a system or construct a system that they are prepared to do so.  Okay, it makes sense now that I don't have to repeat the class but to coin a phrase or two from the Zerox Corporation, "Never , never forget the reason the organization exists", and the "way out of trouble is back to basics."

What I am actually trying to say is that libraries are change agents and for success they must make attempts to meet the cultural diversity needs of the communities in which they serve.  More than ever Public Librarians are connecting with School Librarians on ways to meet students academic, media, cultural and recreational needs.  There are school library sites that are linked directly to the public libraries sites to create a seamless search and reduce frustration of information retrieval.  Partnership also included visits, workshops and a heightened  awareness of the needs of a demanding and digital culture that cannot "wait" to be inform and be informed.

Public Librarians as well as Teachers wear various hats during the course of the day and the ones who actually make it through successfully are the ones that remain current, flexible enough to step out of the comfort zone, knowing that libraries as a repository for books is passe' digital connectivity linked to global awareness is premium.  No more "shushes" just clicks.

Lesson Plan Ideas

March came in like a lion but I am not sure that it will leave like a lamb. Tests will be over soon and I hope the students will soon be able to enjoy their recess outdoors. It is clear that they have developed "Cabin Fever"

The Lesson Plan ideas that I am thinking about are hands-on, fun, integrated and stimulating. Here are some examples that came to mind:
Author Study - Ezra Jack Keats or Eric Carle
Thematic Unit - Continent, State, Neighborhood
Quilting Across the Curriculum
Bread - Culture
Shoes - Cinderella Theme
Travel - Bridges-Immigration-Migration, Country
Autobiographies -Family Tradition -Storytelling-Drama
Nature - Butterflies, Insects, Bears, Trees, Bees
Recycle -"Green Planet"
Underground Railroad, Ellis Island

What is Media Literacy

What is Media Literacy?
Technology won’t replace Librarians-Librarians who know technology will. ~Nancy B. Nassar

According to the Center for Media Literacy, “Media Literacy is defined as the ability to access, analyze, evaluate and communicate messages…The process of critically analyzing and learning to create one’s own messages-in print, audio, video, multimedia with emphasis on the learning and teaching of these skills through using mass media texts in primarily school-based contexts.”

As a teacher and future librarian, I am concerned about the influence of the media on our students. There is a problem when families who cannot afford a $5.00 museum trip but are able to afford a $100 Nike sneakers.  How do schools create a hook for students who are influenced and attracted to the perceived life of movie stars, sports figures and the like?  I am not sure what constitute an effective Media Literacy program but I know that we have to engage in a discussion to incorporate  and fund activities that will prepare students to compete in the twenty-first century.

Oh! Have you all seen the life-like posters that ALA produced called "Celebrity Reads" @ the library, featuring celebrities reading books with children or holding a book?  These posters are really great, especially when you visit a library and see your favorite celebrity holding a book with a big smile on their faces.  This is a "Wow effect" with my students. 

I see the efforts that Brooklyn Public Libraries have made and will continue to make to entice, lure and attract youngsters to the library.  I was present at a Manga workshop at the Brooklyn Public in Spring 2008, conducted by a Pratt Grad and heard the conversations, listened to the buzz and saw the interested look on youngsters faces as they waited for Manga Mania. Great attendance and workshop that educated me on Graphic Novels and Manga Mania. The shelves in the YA section invite students to browse and mess up their displays. Great and welcome effect. 

When media literacy is presented, some teachers don't have a clue on how to meld media literacy and critical literacy with their daily classroom practices. A few years ago, teachers were required to live in the same neighborhood that they worked in so that they would be more familiar with the community's culture and educational values. People change and rules change but the point is that teachers/librarians must learn about the things and issues that turn kids on and work to capture that culture of users and producers the best way they can.  

There are schools that have wireless connectivity, desktops and laptops and all the amenities of a state-of the-art technology program, and are still not living up to their school's glorious mission statements of educating the whole child or preparing students for the twenty-first century, nor are they fulfilling the goals and objectives set forth in their school education plan. 

As a point of information, many schools receive classroom sets of  the Daily News and the New York Times but some teachers don't quite know how to incorporate aspects of the newspaper in their integrated programs.

Speaking of Media Literacy and newspapers, what do you all think about the satirical fiasco with the Post? Is this is a teachable moment?  

I am very saddened about the Dalton student that committed suicide? What do you say to students on Monday when school resumes?  

Media Literacy to me is a school wide program that require training, preparation, creativity, observation, reflection, student-centered learning with a multi-path progression.  Most importantly, schools must engage in a paradigm shift and schedule appropriate funding to libraries that will better equipped teachers with the resources that will enable students to compete in the twenty-first century. 

What is a Medium?

My discussion group consisted of Emily, Laurie, Jennifer, Suki and myself.  We focused our attention on finding a definition for the word "medium". We defined medium as the delivery mechanism to the content.  We also discussed the changes in relationships according to the mediums that are used.  

Today, we are inundated with information from a great many mediums and management of that information can be overwhelming.  In the article "The Anxiety of Absolescence" article stated that "what has changed in the age of electronic media is not the book per se but the way that books can be read now."  I agree with this statement and for me the feel of a book as I read my favorite novel is absolutely different from viewing text on a screen.  Information is moving at such a rapid speed that the book you've just read will soon become a movie or before a movie is released, pirates on the street can provide you with a bootlegged copy.  Imagine that!

In my line of work, gathering information serves best with multi mediums.  If it wasn't for live media and technology skills our students would have missed viewing the effects of Hurricane Katrina, The Oprah Winfrey School for Girls in South Africa and the Inauguration of Barack Obama as he took the Oath Of Office for President of the United States.  

In a way, critical literacy and cultural literacy work in tandem to assist us with the type of mediums that are available and how we learn to gather information from it. Technology have successfully carved  out a culture of users that are at ease with particular mediums. They want information that is collegiate/academic, entertaining/ amusing, fast-paced, readily available, live and happening. Their mediums of choice is high end, portable and multifunction.  These are the network of users who email, text, blog, read books on the Kindle, who must know, should know, cannot miss, shouldn't miss, get it now, set it and view later. 

As future librarians is not our responsibility to expose patrons/students to various forms of mediums, allowing them to find their niche?  We also discussed how communication have changed the way we interact with each other.  I am not sure whether I would blog if I wasn't enroll in this class but as I figure out and manage the rules of blogging, it will probably become an integral part of my interpersonal communication long after this class is over.

We are inundated with information that is filtered/unfiltered.  There are many patrons that clamor in the public libraries to obtain information from the computers but the waiting time is very long and the half hour working time too short.  The libraries do not have enough computers for the amount of patrons that want to begin their cyber journey.  So, how do we help students make sense of their world and develop critical thinking skills if we don't expose them to as many mediums as possible so that they can make informed decisions?  

What is a medium?  Whatever our definition is for the word"Medium", it will vary according to its users.  I think I can safely say that not one medium is better than the other providing that it satisfies your needs and fulfill your expectations.