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Barbara Lindsey

Forget E-Books: The Future of the Book Is Far More Interesting | The Penenberg Post | F... - 0 views

  • But technology marches on through predictable patterns of development, with the initial form of a new technology mirroring what came before, until innovation and consumer demand drive it far beyond initial incremental improvements. We are on the verge of re-imagining the book and transforming it something far beyond mere words.
  • Like early filmmakers, some of us will seek new ways to express ourselves through multimedia. Instead of stagnant words on a page we will layer video throughout the text, add photos, hyperlink material, engage social networks of readers who will add their own videos, photos, and wikified information so that these multimedia books become living, breathing, works of art. They will exist on the Web and be ported over to any and all mobil devices that can handle multimedia, laptops, netbooks, and beyond.
  • where there's chaos, there's opportunity
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  • For the non-fiction author therein lie possibilities to create the proverbial last word on a subject, a one-stop shop for all the information surrounding a particular subject matter. Imagine a biography of Wiley Post, the one-eyed pilot from the 1930s who was the first to fly around the world. It would not only offer the entire text of a book but newsreel footage from his era, coverage of his most famous flights, radio interviews, schematics of his plane, interactive maps of his journeys, interviews with aviation historians and pilots of today, a virtual tour of his cockpit and description of every gauge and dial, short profiles of other flyers of his time, photos, hyperlinked endnotes and index, links to other resources on the subject. Social media could be woven into the fabric of the experience--discussion threads and wikis where readers share information, photos, video, and add their own content to Post's story, which would tie them more closely to the book. There's also the potential for additional revenue streams: You could buy MP3s of popular songs from the 1930s, clothes that were the hot thing back then, model airplanes, other printed books, DVDs, journals, and memorabilia. A visionary author could push the boundaries and re-imagine these books in wholly new ways. A novelist could create whole new realities, a pastiche of video and audio and words and images that could rain down on the user, offering metaphors for artistic expressions. Or they could warp into videogame-like worlds where readers become characters and through the expression of their own free will alter the story to fit. They could come with music soundtracks or be directed or produced by renowned documentarians. They could be collaborations or one-woman projects.
  • Serious literature, and even perhaps much fiction will however, will be published in old book form…or maybe in the current “text on screen” form. The point of reading fiction IS to imagine your own characters and use your imagination…that’s why you read rather then watch a video about it!
  • Traditional books (especially literature) will be relegated to smaller, specialty houses and self-publishing, in its infancy, will boom!
  • The question is, how will the media companies (not just book publishers) respond? We're already seeing the effect on newspapers, as their ad revenue (and business model) collapses. Perhaps history can offer another analogy: When home refrigeration became affordable, it posed an existential threat to the large ice-delivery companies. Some of these firms manufactured ice by the ton in order to warehouse and deliver it at retail. They saw the threat, but not the opportunity - didn't realize the value of their core technology, the ice-making equipment itself. They saw only the falloff in their retail delivery logistics model. Had they licensed their chillers, they could have made a fortune. Likewise, buggy-whip-makers could have retooled as purveyors of leather goods for automobiles.
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    But technology marches on through predictable patterns of development, with the initial form of a new technology mirroring what came before, until innovation and consumer demand drive it far beyond initial incremental improvements. We are on the verge of re-imagining the book and transforming it something far beyond mere words.
Barbara Lindsey

Global Voices Online » About - 0 views

  • With tens of millions of people blogging all over the planet, how do you avoid being overwhelmed by the information overload? How do you figure out who are the most influential or respected and credible bloggers or podcasters in any given country, especially those outside your own?
  • These amazing people are bloggers who live in various countries around the world. We have invited them as contributors or hired them as editors because they understand the context and relevance of information, views, and analysis being posted every day from their countries and regions on blogs, podcasts, photo sharing sites, videoblogs - and other kinds of online citizen media. They are helping us to make sense of it all, and to highlight things that bloggers are saying which mainstream media may not be reporting
  • At a time when the international English-language media ignores many things that are important to large numbers of the world’s citizens, Global Voices aims to redress some of the inequities in media attention by leveraging the power of citizens’ media. We’re using a wide variety of technologies - weblogs, podcasts, photos, video, wikis, tags, aggregators and online chats - to call attention to conversations and points of view that we hope will help shed new light on the nature of our interconnected world. We aim to do the following:
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  • Global Voices, though headquartered at Harvard Law School, is a co-operative effort of contributors from every continent and dozens of countries.
  • 1) Call attention to the most interesting conversations and perspectives emerging from citizens’ media around the world by linking to text, photos, podcasts, video and other forms of grassroots citizens’ media being produced by people around the world 2) Facilitate the emergence of new citizens’ voices through training, online tutorials, and publicizing the ways in which open-source and free tools can be used safely by people around the world to express themselves 3) Advocate for freedom of expression around the world and to protect the rights of citizen journalists to report on events and opinions without fear of censorship or persecution
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    With tens of millions of people blogging all over the planet, how do you avoid being overwhelmed by the information overload? How do you figure out who are the most influential or respected and credible bloggers or podcasters in any given country, especially those outside your own?
Barbara Lindsey

Global Voices Online » Brazil: Socio-digital Inclusion through the Lan House... - 0 views

  • The photo and caption above illustrate the “Lan House Revolution” taking place right now in Brazil.
  • The concept of the LAN arrived in Brazil in 1998 but it had been previously observed only in the rich Brazilian neighborhoods.
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  • Now it has become a phenomenon especially in poorer and smaller communities, where computers and broadband connection are beyond the reach of the population.
  • “lan houses are places of intense sociability, and are occupying an important place in the life of the favelas”.
  • Research published in 2008 by the Brazilian Internet Steering Committee (CGI.br) shows that in Brazil 48% of all users access the Internet from commercial premises like lan houses. When it comes to people from the poorest classes D and E, this number jumps to 79% - a 60% increase from the 48.08% in 2006.
  • Playing video games is the main activity at lan houses for 42% of respondents, but an equal proportion access websites, culture, news and entertainment. Social networks, especially Orkut, and online chat are also very popular. In addition, the lan houses are also used for various research, school work and job searches.
  • the lan houses assert both their power to bring digital inclusion by providing access to the Internet for people with low-incomes and their unique characteristics: they provide a source of income for those who manage them and meeting points for youngsters.
  • The headline of the piece of news circulating on the Internet, and that almost certainly will be in the newspapers, is Alleged paedophile arrested in lan house with pictures of children, as you can see in this link from Terra [pt] and from the search on the topic on Google News. It is the lan house that is made infamous, shown in a bad light. Like a den of mismanagement and of corruption for teenagers. This is not the real picture [pt]. The lan houses suffer from the same dangers faced by any other sector of the economy. Lan houses, cyber cafes, telecentres and whatever, have a fundamental role to play in the process of inclusion in the knowledge infrastructure, from digital inclusion to innovation, as is demonstrated by this statistical presentation of the Brazilian market [of lan houses].
  • these laws want to hold them accountable for a problem whose main culprits are authorities and society itself.
  • As of now, there are more than 90,000 lan houses in Brazil, whereas the country has 2,000 movie theatres and 2,600 bookstores. Can they be a place for more than just playing games or updating orkut, or even to use citizenship and e-government services? Pedagogue Rita Guarezi says that lan houses already play a key role in distance learning [pt]:
Barbara Lindsey

Tweeting the terror: How social media reacted to Mumbai - CNN.com - 0 views

  • One tweet from "Dupree" appeared to be coming from inside one of the hotels: "Mumbai terrorists are asking hotel reception for rooms of American citizens and holding them hostage on one floor." A group of Mumbai-based bloggers turned their Metroblog into a news wire service, while the blog MumbaiHelp offered to help users get through to their family and friends in the city, or to get information about them, and has had a number of successes. Flickr also proved a useful source of haunting images chronicling the aftermath of the attacks. Journalist Vinukumar Ranganathan's stream of photos were published by CNN and other major broadcasters. iReport.com: Are you there? Share your photos, videos and stories A Google Map showing the key locations and buildings with links to news stories and eyewitness accounts, and CNN's iReporters flooded the site with their videos and images of the terror attacks.
  • However, as is the case with such widespread dissemination of information, a vast number of the posts on Twitter amounted to unsubstantiated rumors and wild inaccuracies. For example, a rumor that the Indian government was asking tweeters to stop live updates to avoid compromising its security efforts was published and republished on the site.
  • As blogger Tim Mallon put it, "I started to see and (sic) ugly side to Twitter, far from being a crowd-sourced version of the news it was actually an incoherent, rumour-fueled mob operating in a mad echo chamber of tweets, re-tweets and re-re-tweets.
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  • What is clear that although Twitter remains a useful tool for mobilizing efforts and gaining eyewitness accounts during a disaster, the sourcing of most of the news cannot be trusted. A quick trawl through the enormous numbers of tweets showed that most were sourced from mainstream media. Someone tweets a news headline, their friends see it and retweet, prompting an endless circle of recycled information
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    Neha Viswanathan, a former regional editor for Southeast Asia and a volunteer at Global Voices, told CNN, "Even before I actually heard of it on the news I saw stuff about this on Twitter.
Barbara Lindsey

Philosophy | Intrepid Teacher - 0 views

  • The 21st century classroom must be a place to network, to create, to publish, to share.
  • The new classroom does not integrate technology into an outdated curriculum, but rather infuses technology into the daily performance of classroom life.
  • In this new classroom, the teacher is not the sole expert or the only source of information, but rather the teacher is the lead member of a network—guiding and facilitating as students search for answers to questions they have carefully generated.
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  • It is important to note that some students may be quietly sitting in the corner engrossed in an old fashioned text.
  • Daily and total access to computers allows students to realize that technology is not something they “do” when they go to the lab or when the teacher has checked out the laptop cart, but rather technology is something they can use everyday in class to help themselves learn.
  • In this new classroom, students will begin to understand that their computer is not simply a novelty to take notes with, but it is their binder, their planner, their dictionary, their journal, their photo album, their music archive, their address book.
  • tudents will begin to understand that their computer is not simply a novel
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    Outstanding teaching philosophy that gets at the heart of how and why technology should be used in learning.
Barbara Lindsey

Educational Leadership:Giving Students Ownership of Learning:Footprints in the Digital Age - 0 views

  • This 10-year-old probably still needs to learn many of these things, and she needs the guidance of teachers and adults who know them in their own practice.
  • We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks. And we must do this not simply as a unit built around "Information and Web Literacy." Instead, we must make these new ways of collaborating and connecting a transparent part of the way we deliver curriculum from kindergarten to graduation.
  • Younger students need to see their teachers engaging experts in synchronous or asynchronous online conversations about content, and they need to begin to practice intelligently and appropriately sharing work with global audiences. Middle school students should be engaged in the process of cooperating and collaborating with others outside the classroom around their shared passions, just as they have seen their teachers do. And older students should be engaging in the hard work of what Shirky (2008) calls "collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online.
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  • we educators must first own these technologies and be able to take advantage of these networked learning spaces. In this way, we can fully prepare students not just to be Googled well, but to be findable in good ways by people who share their passions for learning and who may well end up being lifelong teachers, mentors, or friends.
  • So what literacies must we educators master before we can help students make the most of these powerful potentials? It starts, as author Clay Shirky (2008) suggests, with an understanding of how transparency fosters connections and with a willingness to share our work and, to some extent, our personal lives. Sharing is the fundamental building block for building connections and networks;
  • In all likelihood, you, your school, your teachers, or your students are already being Googled on a regular basis, with information surfacing from news articles, blog posts, YouTube videos, Flickr photos, and Facebook groups. Some of it may be good, some may be bad, and most is beyond your control. Your personal footprint—and to some extent your school's—is most likely being written without you, thanks to the billions of us worldwide who now have our own printing presses and can publish what we want when we want to.
  • This may be the first large technological shift in history that's being driven by children. Picture a bus. Your students are standing in the front; most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go. In short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.
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