Tuesday, November 9, 2010
Google for Librarians
Want some specific ideas for Google in the library? Well, Google has a periodic newsletter geared especially towards that. You can find back issues here.
Sunday, November 7, 2010
Live Blogging: iFollett Workshop
Attending the iFollett workshop in Macao. I'll post interesting tidbits as they pop-up and elaborate on them later.
8:45: Chris Smith, from Shambles.net, introduced us to Titanpad. Powered by EtherPad (which I've blogged about before), it's a tool for setting up back channel chats for classes, workshops, etc. Very powerful, and a great way to monitor and adjust, field student questions, etc.
10:40: Ann Krembs--our job as librarians is to be risk-takers. Technology is kids' language, and we need to learn it.
LOC photostream on Flickr.
11:00: Edistorm--Wallwisher on steroids.
Student Interactives from Read/Write/Think
Kerpoof: digital storytelling tool
TypeWithMe: similar to EtherPa; real-time collaborative writing
ArtPad: collaborative drawing
8:45: Chris Smith, from Shambles.net, introduced us to Titanpad. Powered by EtherPad (which I've blogged about before), it's a tool for setting up back channel chats for classes, workshops, etc. Very powerful, and a great way to monitor and adjust, field student questions, etc.
10:40: Ann Krembs--our job as librarians is to be risk-takers. Technology is kids' language, and we need to learn it.
LOC photostream on Flickr.
11:00: Edistorm--Wallwisher on steroids.
Student Interactives from Read/Write/Think
Kerpoof: digital storytelling tool
TypeWithMe: similar to EtherPa; real-time collaborative writing
ArtPad: collaborative drawing
Friday, November 5, 2010
Documentaries Just Got a Bit Easier
A heads-up from my friend, MaryBeth.
Thanks to a partnership between the LOC, and the Schools of Education at the College of William and Mary and the University of Kentucky, the search for primary sources to include in U.S. History documentaries became a little bit easier.
The group compiled a set of copyright-free documentary kits on eleven different topics, with more coming soon. Each set includes primary source documents and media, and focuses around a research question. For example, the Civil Rights kit asks the question: "How did the actions of young people after the Brown decision help continue the struggle for civil rights?" whereas the kit on Chinese immigration asks "How was a national identity constructed by the American reaction to Chinese immigration?"
Personally, I think their questions need some work. I would prefer to see research questions forcing students to develop an argument within their documentaries, rather than just reporting. Simply removing the "how" from the questions above would improve them. "How" merely requires a list, while "did" asks students to take a stance and defend it with evidence. Much higher level of thinking!
Even better, of course, would be to work with students to develop their own research questions.
Nevertheless, the kits are useful, if somewhat limited in topics at the moment; one hopes they will continue to develop more and more kits!
Thanks to a partnership between the LOC, and the Schools of Education at the College of William and Mary and the University of Kentucky, the search for primary sources to include in U.S. History documentaries became a little bit easier.
The group compiled a set of copyright-free documentary kits on eleven different topics, with more coming soon. Each set includes primary source documents and media, and focuses around a research question. For example, the Civil Rights kit asks the question: "How did the actions of young people after the Brown decision help continue the struggle for civil rights?" whereas the kit on Chinese immigration asks "How was a national identity constructed by the American reaction to Chinese immigration?"
Personally, I think their questions need some work. I would prefer to see research questions forcing students to develop an argument within their documentaries, rather than just reporting. Simply removing the "how" from the questions above would improve them. "How" merely requires a list, while "did" asks students to take a stance and defend it with evidence. Much higher level of thinking!
Even better, of course, would be to work with students to develop their own research questions.
Nevertheless, the kits are useful, if somewhat limited in topics at the moment; one hopes they will continue to develop more and more kits!
Wednesday, November 3, 2010
On the Road to Borneo...
It occurred to me, I posted that I was competing to present at the EARCOS conference, but never posted whether I was selected or not. Whoo-hoo! I'm going! I'm definitely looking forward to it. If nothing else, I'm sure that, after 6 months of weather well below zero, I'll be ready for the tropics!
Coming soon: I'm creating a test to use with students pre and post research training. I want to start documenting what (and whether!) they've learned. Will post the Google form when it's done.
Coming soon: I'm creating a test to use with students pre and post research training. I want to start documenting what (and whether!) they've learned. Will post the Google form when it's done.
Friday, October 15, 2010
Book Trailer Presentation
I'm giving a presentation tomorrow on Animoto book trailers. I'm hoping to be chosen to present at the EARCOS conference in spring. (Inshallah!)
Anyway, in my continuing quest to master Prezi, here is my "slideshow."
Anyway, in my continuing quest to master Prezi, here is my "slideshow."
Thursday, October 14, 2010
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