Saturday, December 20, 2008
The Branding Game (upper elementary-middle, social studies, language arts) http://memory.loc.gov/ammem/ndlpedu/features/branding/index.php
Interactive Manipulatives (math)
Dole SuperKids (home economics, middle school):
Fast Food Explorer (home economics)
Food Safety (home economic)
The Meaning of Food (home economics)
General Index to find site from Bernie Poole:
Four Nets for Better Searching (any area in which students do research online)http://webquest.sdsu.edu/searching/fournets.htm
Thursday, November 13, 2008
By the way, if you find other YouTube clips on Shawshank that you like, let us know. There is plenty on YouTube about the film, and many of the clips have been viewed over and over again.
Monday, November 10, 2008
As you also might know, Barack Ohama signaled in his campaign speeches and election night victory speech, he is interested in helping college students afford tuition. One of his ideas was for college students to do community service and be remunerated in some way through college tuition reimbursements. Although this plan might be off in the distance, with Thanksgiving around the corner, this might be a good time for students in FYS to help out.
I spoke with Sr. Beth Fischer today to see if Saint Joseph College will be running a food drive this year for Thanksgiving donations and if the FYS class on "Homeless in America" might be spearheading an effort. If so, I suggested our class might want to get involved, given one of the themes in our course is social justice.
In her last paper, Beth Pollette addressed the silent, average citizen, who recognizes social injustice but remains passive. Well, do we remain passive, or can we help out? How do you feel about setting up a food drive on campus or contributing to one spearheaded through Sr. Beth's work on campus? Post your comments.
Photo: courtesy of The Hartford Courant, Nov. 8, 2008 frontpage: http://www.courant.com/news/local/hc-foodpantry.artnov08,0,6817193.story
To read The Hartford Courant story, "Unemployment Up, Donations Down; Food Pantries Struggle ," follow the URL above.
Wednesday, November 5, 2008
Saturday, October 18, 2008
The Insanity Defense Reform Act of 1984, following the attempted assassination of President Reagen, ruled a person may be found not guilty by reason of insanity if severe mental disturbance existed and the person could not understand the wrongfulness of the act committed. “Temporary insanity” is deemed as "a lack of substantial capacity to control one's behavior.” A defendant found to be temporarily insane can be released without psychiatric treatment mandated. (To study the insanity plea, consult: Frontline online and a Cornell University Law School document.)
How is the insanity plea used in A Time to Kill? What are your views on the insanity plea? Post your comments.
Image from A Time to Kill movie website.
Wednesday, October 8, 2008
The landmark act prohibited discrimination based on race, gender, religion, and country of origin in the workplace, and also outlawed segregation in public places, including schools, restaurants, theaters, and hotels, thereby challenging the long-term Jim Crow segregation practices of the South.
Initiated by John F. Kennedy in 1963, upon his assassination, the banner of the Civil Rights Act became the legacy of President Lyndon, and not without struggle, during a tumultuous year until the bill’s final passage in the summer of 1964. This historic act not only made segregation illegal but also paved the way for many of the rights Americans enjoy today. The Equal Employment clause in hiring practices stems from the act, and the act established the Equal Employment Opportunity Commission to oversee the administration of the policies set forth. Under Title VI of the act, discrimination in federal funded programs was prohibited, resulting in considerable reforms in educational institution policy and practice.
The Civil Rights Act also set the stage for passage of the Title IX of the Education Act of 1972, which forbade gender discrimination in education programs receiving federal funding. The result of this newer act led to a multitude of athletic and other programs giving females parity with males. For instance, although not the stable, athletic teams for girls were now introduced in high schools and the map of college sports changed forever.
How do you believe the Civil Rights Act has affected your own life, be it academically, in the workplace, or otherwise? What differences do you see it making in the lives of others? How does the period of upheaval witnessed in the film Mississippi Burning help us appreciate the rights granted by the act? How has this film helped you to understand history in terms of where we are today?
Image from: www.corporateservices.noaa.gov
Monday, October 6, 2008
§ The Firm. Dir. Sydney Pollack. Paramount Pictures, 1993.
§ The Pelican Brief. Dir. Alan J. Pakula. Warner Bros., 1993.
§ The Client. Dir. Joel Schumacher. Warner Bros., 1994.
§ The Chamber. Dir. James Foley. Universal Pictures, 1996.
A Time to Kill published as a novel in 1989 was not released as a film until 1996.
Since 1996, Grisham has had the following works adapted to film.
The Rainmaker. Dir. Francis Coppola. Constellation Films, 1997.
A Painted House. Dir. Alfonso Arau. Hallmark Hall of Fame Productions and CBS-TV, 2003.
Runaway Jury. Dir. Gary Fleder. New Regency Pictures, 2003.
Mickey. Dir. Hugh Wilson. Original screenplay by John Grisham. Mickey Productions, 2004. Christmas with the Kranks. Dir. Joe Roth. Skipping Christmas Productions, 1492 Pictures, and Revolution Studios, 2004.
To learn more about Grisham’s commitment to social justice, complemented by his background in the field of law, visit this website maintained by the University of Mississippi, his alma mater: The Mississippi Writers Page: John Grisham. Post your responses about Grisham as a writer, film collaborator, and expert in the law field upon previewing the site, and let us know if you have seen any of the movies based on upon his works or read his books, and if so, what your response was.
Sunday, October 5, 2008
Friday, October 3, 2008
Saturday, September 27, 2008
Of further interest, Brockovich has been fighting Merck, the makers of Gardasil. Brockovich writes on her website:
“Gardasil, as you should know by now, is an HPV vaccine sold by MERCK, a vaccine with a flawed marketing campaign targeting young girls. The premise is that the vaccine will protect young girls from cervical cancer, as well as a couple of varieties of HPV. But the vaccine is NOT a cancer preventative, and it has not been thoroughly tested. Not only does Gardasil not protect everyone, it does not prevent all types of cervical cancer. According to current science, there are fifteen types of HPV associated with cervical cancer but Gardasil only counters HPV types 16 and 18. The vaccine requires three doses to start and scientists don't even know how frequently boosters will be needed. They don't know because they did not adequately research this before putting the vaccine out on the market using our young girls as guinea pigs.”
Brockovich further warns:
“The Centers for Disease Control report over 9,000 adverse reactions for Gardasil. There is a rising total of deaths connected with the administration of this vaccine; as well as have been reports of seizure activity, tingling, numbness and loss of sensation in the fingers and limbs. There is serious question about girls initially having short-term health problems associated with getting this vaccine that could turn into long-term neurological or immune system disorders; and there is serious question about administering this vaccine at the same time as others.”
So, the crusader Brockovich lives on, and acknowledges that the film Erin Brockovich launched her reputation as a champion against corporate greed and a figther for those exposed to toxic chemicals by corporation. In her blog, Brockovich calls herself a "humanist," fighting for the good of human society.
Post your comments. What are your responses to knowing that Brockovich continues her campaigning, and that the film launched her career as a public figure?
For further information visit these two sites:
http://www.comcast.net/articles/tv/20080926/People.Brockovich/ (source for photo)
Brockovich is now 47 year olds and has been fighting legal cases since joining on with Masry in the late 1980s. She has devoted two decades of her life to fighting for justice.
Thursday, September 25, 2008
Wednesday, September 24, 2008
Finally admitted, when he tried to attend classes, in September, riots erupted, and more than 30,000 federal troops and Mississippi National Guards were brought in. More mayhem resulted, with 68 marshals shot and 2 bystanders killed. Amid the turmoil, Meredith started classes in October. Four years later, in 1996, he graduated. Impassioned by his experiences as a student, he went on to lead “The March Against Fear,” from Memphis, Tennessee to Jackson, Mississippi, protesting racism, violence, and voter registration discrimination against African-Americans. Early in the march, he was shot and hospitalized, and Martin Luther King, Jr. continued on in his behalf. Meredith after his hospital discharge joined the march on its final day as it neared Jackson.
Later on, his life took a turn in another direction, and he criticized liberals, registered as a Republican, and ran for Congress. He held a job as a stockbroker, and nearing retirement, returned to a quiet life in Mississippi running an auto shopt. In contrast to his early participation in the civil rights movement, today Meredith rebuffs the movement.
Helpful resources for information:
Images from: John F. Kennedy Library email@example.com 1-866-JFK-1960 last updated August 2002
Tuesday, September 23, 2008
The NACAC, based on an analysis of students’ success in college, advocates for the use of high school achievement as well as enrollment in college preparatory and honors courses as a far better predictor of student outcomes in college. Concern has also been raised about testing bias as well as the advantage that wealthier students who can afford coaching have. If the test does not equalize across all economic strata, some question its validity and whether using it for admission is a discriminatory practice. In studies looking at student performance on the SAT and college success, institutions have found a weak correlation. Hamilton College which makes submission of scores optional has found that students who elect not to submit scores outperform those who do. Some schools report an increase in applicants from top scholars after electing to make SATs scores optional. Worcester Polytechnic Institute is one such school.
Weigh in on the issue. What is your opinion? Should the SAT be dropped from the admissions process?
Information from “Dramatic Challenge to SAT and ACT,” Inside Higher Education, 9/22/08.< http://www.insidehighered.com/news/2008/09/22/testing> Additional Information available from “College Panel Calls for Less Focus on SAT, The New York Times, 9/22/08. < http://www.nytimes.com/2008/09/22/education/22admissions.html?th&emc=th
Friday, September 19, 2008
The film informed the public of the horrendous working conditions at the J.P. Stevens textile operation, disguised as the O.P. Henley mill in movie, and other textile mills, and helped propel management in due time to acknowledge union demands. It's possible that if the film were not made, the workers at Stevens would have slaved under hazardous, unhealthy working conditions for phenomenally low wages if they wanted to remain employed. The film catapulted a nationwide boycott of J.P. Stevens. Once the film was out, union organizers found Sally Field and Crystal Lee Jordan, the real woman behind the vote to start the union, and brought the two together in a gala event in Los Angeles. This moment along with a tour that both did on behalf of the workers galvanized national support, eventually leading management to consent to union demands. The efforts of these two women also helped to buoy other labor union movements.
Today, we wonder if the public can be arose by movies about social injustice, and if people would flock to a movie about working-class oppression. In an era when moviegoers idolize glitz, do films like Norma Rae have staying power?
To learn more about the efforts of Crystal Lee Jordan (today, Crystal Lee Sutton), check this article "The Real 'Norma Rae' Donates Papers." What is your response to knowing that the film changed history for factory workers? Do films about social injustice and the working class appeal to moviegoers today? What motivates people today to stand behind the oppressed and help them fight for their rights? When you think of movies today, which ones come to mind as stories of heroes fighting for social justice in the name of underclassed?
Photo of Crystal Lee Sutton accepting recognition for donating her labor papers to a college library. Photo credit: Sam Roberts / Times-News
Information for this post obtained from the article “Remembering Norma Rae” that appeared online in The Nation January 27, 2007.
Monday, September 15, 2008
Concern about this massive problem has led public officials to call for testing of drinking water for contaminants that may be linked to the dumping, given many drugs used in hospitalas are highly toxic.
How ironic, that the facilities that we consider health promoting are responsible for just the opposite. Weigh in on this issue. To learn more about this breaking story and a possible link between the contamination and gene mutations and cancer, check this Associated Press story. Be sure to post your comments.
Image from: http://www.chinadaily.com.cn/
Sunday, September 7, 2008
Children started returning home with burns all over their bodies, miscarriages were reported, and children were born with defects. Residents were found to have high white-blood-cell counts, a precursor of leukemia. Evacuations began. Finally, to stem the flood of complaints from residents, the governor of New York, Hugh Carey, agreed to have the state purchase the land, and the US Senate approved financial aid for victims.
Check online to find out more about the Love Canal disaster, and relate what you find to the story told in Erin Brockovich. (The Univeristy of Buffalo archives offers Love Canal Related Links.) Post your comments.
Wednesday, September 3, 2008
In 1989, Soderbergh garnered incredible fame with Sex, Lies, and Videotape, which he directed and scripted. The film earned him a coveted Cannes Film Festival's Palme d'Or, the youngest director to win this recognition. In effect, his success was launched not just in Hollywood but internationally.
Soderbergh often works with the same cast of actors, such as George Clooney, Julia Roberts, Don Cheadle, and Matt Damon, all featured in the Ocean Eleven series. Of late, Soderbergh produced Michael Clayton, starring George Clooney. Clooney was nominated for an Academy Award as Best Actor in three films Soderbergh directed, and although Clooney did not win for Michael Clayton or Good Night, Good Luck, he won for Soderberg's Syrania.
Possibly, you have seen Soderbergh films in addition to Erin Brockovich. If so, let us know how these films compare. If not, what do you think of Soderbergh as a director based on viewing just one of his films? Post your comments.
Pictures of Soderbergh are from the photo gallery in International Movie Database.
Sunday, August 24, 2008
Saturday, August 23, 2008
Tuesday, June 10, 2008
O’Connor’s hope is that the gaming Web site will draw students in by its interactivity, and fill the void in civics education today. She in part blames the No Child Left Behind Act with its focus on math and science education for the demise of civics and government education.
Commenting for a New York Times article (June 9, 2008), she compared computer gaming to the best educational practices: “…we learn something, a principle or concept, by doing, by having it happen to us, which you can do by that medium of the computer, and you exercise it and you make an argument and you learn.”
The site, which O’Connor is developing in conjunction Georgetown University Law Center and Arizona State University, is expected to go live this fall and will offer curricular integration suggestions. Look for the site, called Our Courts, at: http://www.ourcourts.org/. A preview of the site is working. Try the link. Consider the site's potential appeal to its intended audience.
Are you surprised that a 78-year-old retired Supreme Court Justice sees computer gaming as one of the most viable ways to teach her discipline: government, constitutional law, and civics? Can an interactive Web site, as O’Connor hopes, reclaim democracy and foster civic engagement? Post your comments. If a former Supreme Court Justice endorses the educational potential of the Internet, what does that say about the power of the medium?
Images : blog.kir.com for photo of O'Connor and www.laapush.org for Supreme Court picture
Monday, June 9, 2008
The recent issue of Christian Science Monitor (June 6, 2008) posted a story about places visited virtually. One seventh Stockton, CA class watched elephant seals 100 miles away on the coastline and listened as a field guide explained their behavior. Virtual field trips also prepare students for the real experience in advance of taking the trip.
The Center for Interactive Learning and Collaboration (CILC), which organizes online field trips, boasts delivering more than a million trips. Visits have span the National Aeronautics and Space Administration to the Bronx Zoo.
For teachers who prefer the real trip, virtual field trips offer one-of-a-kind collaboration with experts. After Pluto was demoted as a planet, one third-grade teacher arranged for her students to interview a NASA expert.
Read the Christian Science Monitor story for additional details. Post your comments about possibilities you envision. Imagine students in Connecticut going on a guided tour of Glacier National Park without leaving their classroom. What about getting up close and personal with zoo animals? How do virtual field trips extend the curriculum? What would be your ideal virtual school field trip?
Photo of Glacier National Park from http://www.nps.gov/glac/
Source: Arnoldy, B. (2008, June 8). Now students take field trips online. The Christian Science Monitor. Retrieved on June 9, 2008 from http://www.csmonitor.com/2008/0607/p03s01-usgn.html
Thursday, June 5, 2008
David S. Gran, a technology specialist, reported in Digital Directions, using i-Movie and Web 2.0 technologies, now as many as 2,600 students and teachers from 40 countries around the world produce collaborative movies. Patricia M. Fuglestad, one of the teachers, commented of her fifth graders: “Complex software is not intimidating to my digital natives….They just need to know where to click.” Citing an example, she referred to three trail-blazing girls who worked on their animated film by drawing "75 frames for their 15-second animation...making one or two frames each day.” She added that digital media creates “a surprising motivation level when it is connected to an authentic audience, even if it requires tedious work.”
Fuglestad reports she that she observes "a consistent spike in student enthusiasm when her students know their work will be shared online….When a group of her 5th graders made a movie called Young Sloppy Brush about a paintbrush that is destroyed in the hands of a careless artist, she tracked the progress of the project on her blog. Fugelstad recalls that on the day the the movie was uploaded, "we had over 800 views.” To help her students understand the extent of their audience, she “printed out a world map and put push pins in places where they received an e-mail or some feedback.” The movie went on to win a top prize at a local film festival and to be entered in three international film festivals. Fugelstad finds moviemaking: “teaches countless interdisciplinary skills....When students make a movie, they learn so much more than the content of the film…They learn to frame a shot, express and capture the appropriate mood from their subject, articulate their words to better communicate, politely critique, work together, take turns, be fair, and share.”
Another teacher, Kristine M. Fontes, who participated in the global moviemaking project, commented that although the moviemaking proces is "complicated, students are eager to learn and often master the software easily....They enjoy the responsibility of creating a project with so many layers and can’t wait to show me their work each day....The entire process is so engaging that it is difficult to get the students to log off their computers and go to lunch.”
Fontes has posted her students work on her website my Web site and burns their movies to a CD for them to keep. She reminds us, “The world is no longer as big as it seems, and their moments of shared creative expression are no longer limited to the four walls” of the classroom.
Use these immediate hyperlinks to view Fuglestad's students' Young Sloppy Brush, Fugelstad’s blog, and Fontes my Web site, explore. Direct links below connect to the web pages of some of Fontes' students for quick access to their movies. Enjoy.
Werewolves of London
Let us know how you see the technology and the moviemaking empowering young and older learners alike by engaging them in the learning process and expanding their horizons. What is your response to these new moviemaking forays? Do you believe these kinds of filmmaking experiences belong in the school curriculum?
Source: Ash, K. (2008, June 5). Digital tools cast student moviemakers on a global stage. Digital Dimensions. Retrieved June 5, 2008, from http://www.edweek.org/dd/articles/2008/06/05/04art_web.h01.html
Wednesday, June 4, 2008
Who stepped in to bring the matter to the attention of the general public? Bravely, school superintendent Elliot Landon wrote a letter home to parents. In the letter, he reminded parents that despite stepped up efforts in the schools to run Internet safety programs, students were still engaging in risky behavior. With the school year coming to an end and little time to implement even more rigorous programs, Landon urged parents to take precautions now and with the summer months looming.
In his letter, Landon offered practical advice, assumping parents were available and willing to follow through. He told them to keep computers in common areas, ensure screens were visible, and maintain access to their children’s email passwords. He urged parents to “randomly check” their children’s e-mail accounts and “text messages and cellphone photos,” and be “upfront” about why they were checking.
In an interview for the New York Times, Landon expressed concern that the retransmitted photos exposed students to sex predators and total strangers. Connecticut State Police, when conducting in-school programs on Internet safety, remind students that those transmitting nude photos of children 16 and under are subject to pornography charges. State Trooper William Tate cautioned that people must understand that what is transmitted over the Internet does not disappear. For instance, college admissions counselors and employers pay forensic experts to rummage through candidates’ online histories.
What are your responses to the Greenwich story, the advice offered by the superintendent, comments by state police, and the whole issue of Internet safety? Was it right for the superintendent to step in once students brought the matter to his attention? What is the school's role, and how responsible are schools for the actions that students take off of school ground? In your opinion, will school Internet safety programs work?
Steele, M. F. (June 1, 2008). Nude student photos spur internet warnings. The New York Times [online]. Retrieved June 4, 2008, from http://www.nytimes.com/2008/06/01/nyregion/nyregionspecial2/01photosct.html?scp=1&sq=Nude+Photos&st=nyt
Sunday, June 1, 2008
Short on technology in your school: enter the Hope for Education contest and win a grant for your school. You or your students need only write a 100-word essay on technology’s impact on learning. Check the Hope for Education site to learn of contest rules, deadlines, and prizes. You and your students have nothing to lose and much to gain. The contest is sponsored by technology giants Samsung, Microsoft, and others. In 2008, a top winner received $200,000 worth of technology. The site reports that in the four years since the contest's inception, there have been 250 winners, and $700,000 in grants have been awarded.
This year’s essay prompt links technology and the environment. Rules read:
"How has technology educated you on helping the environment and how or why has it changed your behavior to be more environmentally friendly?"
"Essays should focus on:
- How current or emerging technologies increase your awareness and understanding of environmental issues, and cause you to make environmentally friendly changes in your life.
- How technology products can be made, used and disposed of in an environmentally friendly manner.
- Why technology will play an increasingly important role in educating people and helping them to change their lives in an environmentally responsible way."
Saturday, May 31, 2008
For middle school students, Medical Mysteries teaches them about infectious diseases. The site is set up as a series of missions that students explore sci fi fashion. Again, pairing with the language arts is a natural. Check the site for details.
Another game, The River City Project, funded through the National Science Foundation, is also aimed at middle schoolers. The fictitious town, River City, is based on “authentic historical, sociological, and geographical conditions,” and is "besieged with health problems. Students work in “research teams ...to understand why residents are becoming ill” and “keep track of clues that hint at causes of illnesses, form and test hypotheses, develop controlled experiments to test their hypotheses, and make recommendations based on the data they collect,” according to the site's designers.
Teachers using gaming technology underscore the need for curricular materials to support the projects. Leslie Miller, of the Center for Technology in Teaching and Learning, has worked with a team of teachers to design packets with learning objectives, glossaries of terms, curricular standard matches, and worksheets for Medical Mysteries.
After checking one or more of the sites, let us know what you see as the potential of online gaming technology to attract students to understand scientific concepts. Do these sites also support inquiry-based learning, considered central to science learning? Do you think gaming technology with catch on not just in the science curriculum but also in other curricular areas? Let us know your thoughts on the potential of gaming technology to complement instructional goals.
First two Images from Ken Eklund’s ScienceMystery.com. Second two images from http://medmyst.rice.edu/ and http://muve.gse.harvard.edu/rivercityproject/ respectively.
Image from the Read/Write/Think site at http://www.readwritethink.org/
Friday, May 30, 2008
image from: www.cs.nyu.edu
National Public Radio
Wondering what podcasts are and how they can enhance learning. The Education Podcast Network is a portal for podcasts created by students K-12. It is worth exploring to see what students in all grades and across the content areas are doing with podcasts in their schools. The National Public Radio site enables you to access quality podcasts to integrate into your teaching. As for Grammar Girl, it is the latest rage and a sure
Images from: caliopolis.classcaster.org and joedale.typepad.com
Wednesday, May 28, 2008
A recently released research report found a positive correlation between students’ reading scores and rewards programs. To read a synopsis of this study, click on the link: http://credo.stanford.edu/downloads/Incentives_Paper.pdf
Also, check my blog post, “Pay for Grades,” published on March 5, 2008.
What are your thoughts on offering students rewards programs such as cash, field trips, tickets to amusement parks, and so forth for doing well on high-stakes tests?
Monday, May 26, 2008
Connecticut’s crusading Attorney General, Richard Blumenthal, is back in the news, this time campaigning for Internet safety. Along with other states’ leaders, Blumenthal pioneered steps to make Facebook and MySpace, the two most popular social networking sites among teens and children, safer.
Safety nets ban sexual predators from the sites and curb cyberbullying through vigilance and deleting inappropriate postings. Steps to improve verification of user’s identity and age will limit young children’s use of specifc features on the sites.
Education Week in its May 8, 2008 issue reports that Facebook has agreed to:
“— Ensure companies offering services on its site comply with its safety and privacy guidelines.
— Keep tobacco and alcohol ads from users too young to purchase those products.
— Remove groups whose comments or images suggest they involve incest, pedophilia, cyberbullying or other inappropriate content.
— Send warning messages when a child is in danger of giving personal information to an unknown adult.
— Review users' profiles when they ask to change their age, ensuring the update is legitimate and not intended to let adults masquerade as children.”
Facebook and States Agree on New Ban (2008, May). Education Week. Retrieved May 26, 2008, from ttp://www.edweek.org/ew/articles/2008/05/08/96330ctfacebooksafeguards_ap.html
Image from: firstfriday.wordpress.com
What are your views on imposing legal sanctions and controls over popular social networking sites among the young? Post your comments.
Sunday, May 25, 2008
Friday, May 23, 2008
Image credit and link to article in Linux News: http://www.linuxinsider.com/story/63022.html
Thursday, May 22, 2008
The quoted excerpt below turned up today in the National Council of Teachers of English (NCTE) online newsletter and is of concern to all of us as we wonder about how digital writing is affecting teens and whether they view writing as essential skills to their future. As teachers, we all need to be concerned about digital technology as well as how receptive teens are to learning the skills of formal writing skills. Take some time to read further. The hyperlinks above will take you directly to the sites to learn more; the first link is to the Pew study report, in pdf format, and the second link is to The Christian Monitor article cited in the NCTE blurb. The hyperlinked texts in the blurb will also take you directly to the two sources. Please remember to post your comments after you review the materials. We want to hear your views as educators.
From In-box: NCTE, May 20, 2008, distributed via the http://www.blogger.com/
"Turn Teen Texting toward Better WritingThe Pew Internet & American Life Project and the College Board report Writing Technology and Teens notes that 85% of teens communicate through digital writing and 86% percent of teens consider formal writing skills essential to future success. In addition, it notes that over half of teenagers from all races and income levels have social networking profiles in places like Facebook and MySpace. The Christian Science Monitor, May 14, 2008."
Wednesday, May 21, 2008
Image from: jp2saints.pbwiki.com
Sunday, April 27, 2008
Image from: http://www.freespirit.com/
For those with vision problems, libraries accommodate not only by offering audio books but also loan MP-3 players to listen to those books. Library videos also can now be checked out online, similar to movie online subscription services, but without the out-of-pocket fee.
To learn more about how public libraries are implementing technologies to accommodate patrons, check out this April 20, 2008 New York Times article. How do you think changes in the public library will affect school-aged children? What do you think your local public libraries should be doing technologically to make their services more attractive to this population? In general, what do you think of libraries offering more online services, which might affect their in-person patron services? Here is the link to The New York Times article:
Hope you can access it without having to log on. Even if you can’t access it, you can still post comments to the topics summarized in this blog posting. I have also heard that libraries might be opening cafes to duplicate the experience of bookstores with this amenity What do you think of that idea? What about ice cream parlors in libraries? Will that attract young patrons for the right or wrong reasons?
Picture on left from: http://www.aaronlouie.com/
Picture on right from: www.cfilibraries.org
To learn more about what researchers are finding out about the effects of instant messaging on teen’s communications styles, please refer to a thoughtful post found on Dennis Barone’s “Web of Language” blog. Note his posting on the topic also contains several hyperlinks to access the specific studies that he refers to in his post. You might want to read all are part of the studies. If you are taking an educational research course, you might find the topic of instant messaging and school writing worth exploring for a major assignment. The graphic above is offered by Dennis Barone on his blog and shows the screen of The Librarian General's warning as it is written. Please remember to post your comments after checking into Barone’s blog. Does his posting or the findings of research studies allay or intensify your concerns about the effects of instant message?
On another note, Barone also addresses concerns about text messaging while driving. As some of you might know, high school seniors in upstate New York were killed last year in a car accident when the teen driver was text messaging and hit a truck. However, that tragic accident speaks more so to cell phone use while driving than the effects of instant messaging on written communication for academic purposes.
Other concerns that Barone notes are students diverting their attention during classes to text message, but how is that different than in the old days when distracted students handwrote and passed notes to friends, or students at any time just sitting in class and doodling or daydreaming? Can we be “mind police” over the diversions students find during class time, or is the answer to create more stimulating lessons that engage students so deeply that the thought of diversions don’t even cross their minds? Moreover, do we blame the medium or the messenger?
Without further ado, here is the link you need to read more, and let’s hear from you!
Wednesday, April 16, 2008
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