alt="Wordle: Verb Cloud for 21st Century Learning (Griffith Uni 1074EBL 2011)"
style="padding:4px;border:1px solid #ddd">
Reference: Andrew Dalgliesh
OZTL teacher librarian list community
http://www.csu.edu.au/cstl/oztl_net/
14th March 2011
Sunday, March 13, 2011
link to verb cloud for 21st century learning
title="Wordle: Verb Cloud for 21st Century Learning (Griffith Uni 1074EBL 2011)">
alt="Wordle: Verb Cloud for 21st Century Learning (Griffith Uni 1074EBL 2011)"
style="padding:4px;border:1px solid #ddd">
Reference: Andrew Dalgliesh
OZTL teacher librarian list community
http://www.csu.edu.au/cstl/oztl_net/
14th March 2011
alt="Wordle: Verb Cloud for 21st Century Learning (Griffith Uni 1074EBL 2011)"
style="padding:4px;border:1px solid #ddd">
Reference: Andrew Dalgliesh
OZTL teacher librarian list community
http://www.csu.edu.au/cstl/oztl_net/
14th March 2011
Why?
As a tech novice, I feel I have a huge learning curve ahead of me.
I think I'm getting a better understanding of web 2.0 tools but it is the mindset of the web 2.0 user that I'm trying to understand. I think this is the key to embracing web 2.0 technology with relevance.
The idea that the library has to be "there", ie everywhere the user is, to be relevant to the user, at first seemed a gross over reach of the library role.
My immediate response is "why?".
It appears that this is because kids are always "connected". To friends, to networks, to technology. The space they operate in is an open space, where input from "trusted" sources is always welcome and/or solicited and where they are constantly inputting their take on life. Getting/giving opinions, feedback, recommendations, ideas, reviews, and comments. It is a sharing space. Connectivity, community, engagement and interplay of ideas are welcomed and indeed actively pursued. I see lots of positive outcomes from such a world.
Hence, the library needs to be operating in this space to connect/engage the user and also be relevant to them. Not much good advertising on a billboard on the highway if everyone is using public transport.
But is education just about giving the user what they want or is it also about giving them what they need. Who decides need .........?
My thoughts run to this. The Web 2.0 world provides more active involvement of kids -which has to be better than the passive involvement of TV/listening to teacher talk. However, does this amount of "engagement", of doing, necessitated by the web 2.0 mindset, make more foreign to kids the concept of being?
Being in the moment, as the be-er (it's interesting that there is no such noun!), seems rather absent. Where there are no labels, nothing to do ie review, report, comment, advise, input, share,play, seek, critique, interact or any other verb that seems to so readily attune with the "social networked", there is space.
Space, not to be filled, or used - but to be.
PS I have the feeling that my posts might appear quaint, even to me. They are certainly not very literary. I find it hard to really think deeply about something and yet cross reference, cite and provide links, at the same time. One seems to work in a different headspace to the other. I don't think it's a web 2.0 headspace.
PPS Maybe schools should provide daily meditation sessions - and teach kids a skill that is beneficial to everyone but seems even more necessary for a web 2.0 mind. And philosophy, to encourage deep thinking and to get kids not just to ponder how, when, where and what ( to review, report, comment, advise, input, share,play, seek, critique, interact), but also why?
I think I'm getting a better understanding of web 2.0 tools but it is the mindset of the web 2.0 user that I'm trying to understand. I think this is the key to embracing web 2.0 technology with relevance.
The idea that the library has to be "there", ie everywhere the user is, to be relevant to the user, at first seemed a gross over reach of the library role.
My immediate response is "why?".
It appears that this is because kids are always "connected". To friends, to networks, to technology. The space they operate in is an open space, where input from "trusted" sources is always welcome and/or solicited and where they are constantly inputting their take on life. Getting/giving opinions, feedback, recommendations, ideas, reviews, and comments. It is a sharing space. Connectivity, community, engagement and interplay of ideas are welcomed and indeed actively pursued. I see lots of positive outcomes from such a world.
Hence, the library needs to be operating in this space to connect/engage the user and also be relevant to them. Not much good advertising on a billboard on the highway if everyone is using public transport.
But is education just about giving the user what they want or is it also about giving them what they need. Who decides need .........?
My thoughts run to this. The Web 2.0 world provides more active involvement of kids -which has to be better than the passive involvement of TV/listening to teacher talk. However, does this amount of "engagement", of doing, necessitated by the web 2.0 mindset, make more foreign to kids the concept of being?
Being in the moment, as the be-er (it's interesting that there is no such noun!), seems rather absent. Where there are no labels, nothing to do ie review, report, comment, advise, input, share,play, seek, critique, interact or any other verb that seems to so readily attune with the "social networked", there is space.
Space, not to be filled, or used - but to be.
PS I have the feeling that my posts might appear quaint, even to me. They are certainly not very literary. I find it hard to really think deeply about something and yet cross reference, cite and provide links, at the same time. One seems to work in a different headspace to the other. I don't think it's a web 2.0 headspace.
PPS Maybe schools should provide daily meditation sessions - and teach kids a skill that is beneficial to everyone but seems even more necessary for a web 2.0 mind. And philosophy, to encourage deep thinking and to get kids not just to ponder how, when, where and what ( to review, report, comment, advise, input, share,play, seek, critique, interact), but also why?
Sunday, March 6, 2011
Be Blessed young Gamer!
My 10 year old son wants me to be a "gamer" like him! The fact that he identifies as a gamer scares me silly!! It has lots of very negative connotations for me.
I love it when he collects skinks and makes a terrarium, I love it that he's a voracious reader, I love that he practices the piano about 10 times a day, I love it that he likes Lego, I love it that he's so onto doing his school assignments and managing them, I love that he wants a pen knife for camping, I love it that he loves playing cricket and tennis and I love it that he's not that interested in watching much TV.
But I don't love it when he spends time in his room watching Good Game Spawn Point over and over on his Ipod, I don't love it that he wants an ipod touch and I hate it when he nags me to have more than his two sessions of 1 1/2 hours on his Wii each week.
I don't mind when he wants to go on the computer and do stuff like explore new tools ie prezzie, game building sites, Scratch and lots of other cool stuff I get off OZTL - much!
I don't want my son hanging indoors on a beautiful day watching a screen. But i don't even like it that much when it's raining! I think I'm suffering from severe technological distrust. (I was gonna give it an acronym but it seemed inappropriate!)
The more i read about being a teacher librarian the more I wonder if I've chosen the right profession.
Somethings give me hope. In the Module 1 reading "Libraries for a post - literate society", Johnson (2010) talks about a return to storytelling, debating and dramatisation since digital media can capture and store these modes as easily as writing. There is a wealth of possibilities there for teacher librarians! Imagine having digital resources created by one group of students ie a debate, stored and accessible to be used by another group of students. Imagine having students in small groups having access digitally to the teacher (or author!) reading aloud their story. The list of ideas is endless.
I wouldn't like to compare myself to Plato but I love the quote of his misgivings about writing at the end of the reading, and am hoping that this particular fear of mine becomes a blessing.
I love it when he collects skinks and makes a terrarium, I love it that he's a voracious reader, I love that he practices the piano about 10 times a day, I love it that he likes Lego, I love it that he's so onto doing his school assignments and managing them, I love that he wants a pen knife for camping, I love it that he loves playing cricket and tennis and I love it that he's not that interested in watching much TV.
But I don't love it when he spends time in his room watching Good Game Spawn Point over and over on his Ipod, I don't love it that he wants an ipod touch and I hate it when he nags me to have more than his two sessions of 1 1/2 hours on his Wii each week.
I don't mind when he wants to go on the computer and do stuff like explore new tools ie prezzie, game building sites, Scratch and lots of other cool stuff I get off OZTL - much!
I don't want my son hanging indoors on a beautiful day watching a screen. But i don't even like it that much when it's raining! I think I'm suffering from severe technological distrust. (I was gonna give it an acronym but it seemed inappropriate!)
The more i read about being a teacher librarian the more I wonder if I've chosen the right profession.
Somethings give me hope. In the Module 1 reading "Libraries for a post - literate society", Johnson (2010) talks about a return to storytelling, debating and dramatisation since digital media can capture and store these modes as easily as writing. There is a wealth of possibilities there for teacher librarians! Imagine having digital resources created by one group of students ie a debate, stored and accessible to be used by another group of students. Imagine having students in small groups having access digitally to the teacher (or author!) reading aloud their story. The list of ideas is endless.
I wouldn't like to compare myself to Plato but I love the quote of his misgivings about writing at the end of the reading, and am hoping that this particular fear of mine becomes a blessing.
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