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Barbara Lindsey

Edge: NEWSPAPERS AND THINKING THE UNTHINKABLE By Clay Shirky - 0 views

www.edge.org/...shirky09_index.html

shirky future newspapers

shared by Barbara Lindsey on 21 Dec 09 - Cached
  • Revolutions create a curious inversion of perception. In ordinary times, people who do no more than describe the world around them are seen as pragmatists, while those who imagine fabulous alternative futures are viewed as radicals. The last couple of decades haven't been ordinary, however. Inside the papers, the pragmatists were the ones simply looking out the window and noticing that the real world was increasingly resembling the unthinkable scenario. These people were treated as if they were barking mad.
  • When reality is labeled unthinkable, it creates a kind of sickness in an industry. Leadership becomes faith-based, while employees who have the temerity to suggest that what seems to be happening is in fact happening are herded into Innovation Departments, where they can be ignored en masse. This shunting aside of the realists in favor of the fabulists has different effects on different industries at different times.
  • With the old economics destroyed, organizational forms perfected for industrial production have to be replaced with structures optimized for digital data. It makes increasingly less sense even to talk about a publishing industry, because the core problem publishing solves — the incredible difficulty, complexity, and expense of making something available to the public — has stopped being a problem.
  • ...14 more annotations...
  • many descriptions of life in the early 1400s, the era before movable type. Literacy was limited, the Catholic Church was the pan-European political force, Mass was in Latin, and the average book was the Bible. She was also able to find endless descriptions of life in the late 1500s, after Gutenberg's invention had started to spread. Literacy was on the rise, as were books written in contemporary languages, Copernicus had published his epochal work on astronomy, and Martin Luther's use of the press to reform the Church was upending both religious and political stability.
  • The hard question Eisenstein's book asks is "How did we get from the world before the printing press to the world after it? What was the revolution itself like?"
  • Chaotic, as it turns out. The Bible was translated into local languages; was this an educational boon or the work of the devil? Erotic novels appeared, prompting the same set of questions. Copies of Aristotle and Galen circulated widely, but direct encounter with the relevant texts revealed that the two sources clashed, tarnishing faith in the Ancients. As novelty spread, old institutions seemed exhausted while new ones seemed untrustworthy; as a result, people almost literally didn't know what to think. If you can't trust Aristotle, who can you trust?
  • During the wrenching transition to print, experiments were only revealed in retrospect to be turning points. Aldus Manutius, the Venetian printer and publisher, invented the smaller octavo volume along with italic type. What seemed like a minor change — take a book and shrink it — was in retrospect a key innovation in the democratization of the printed word.
  • When someone demands to know how we are going to replace newspapers, they are really demanding to be told that we are not living through a revolution. They are demanding to be told that old systems won't break before new systems are in place. They are demanding to be told that ancient social bargains aren't in peril, that core institutions will be spared, that new methods of spreading information will improve previous practice rather than upending it. They are demanding to be lied to.
  • If you want to know why newspapers are in such trouble, the most salient fact is this: Printing presses are terrifically expensive to set up and to run. This bit of economics, normal since Gutenberg, limits competition while creating positive returns to scale for the press owner, a happy pair of economic effects that feed on each other.
  • The expense of printing created an environment where Wal-Mart was willing to subsidize the Baghdad bureau.
  • Advertisers had little choice other than to have their money used that way, since they didn't really have any other vehicle for display ads.
  • Print media does much of society's heavy journalistic lifting, from flooding the zone — covering every angle of a huge story — to the daily grind of attending the City Council meeting, just in case. This coverage creates benefits even for people who aren't newspaper readers, because the work of print journalists is used by everyone from politicians to district attorneys to talk radio hosts to bloggers. The newspaper people often note that newspapers benefit society as a whole.
  • In craigslist's gradual shift from 'interesting if minor' to 'essential and transformative', there is one possible answer to the question "If the old model is broken, what will work in its place?" The answer is: Nothing will work, but everything might. Now is the time for experiments, lots and lots of experiments, each of which will seem as minor at launch as craigslist did, as Wikipedia did, as octavo volumes did.
  • Society doesn't need newspapers. What we need is journalism. For a century, the imperatives to strengthen journalism and to strengthen newspapers have been so tightly wound as to be indistinguishable. That's been a fine accident to have, but when that accident stops, as it is stopping before our eyes, we're going to need lots of other ways to strengthen journalism instead.
  • Second, they will stay focused on producing the best digital news products for their audience, products that take full advantage of the Internet's unique properties — its ability to combine immediacy and depth, its ability to offer highly personalized experiences, its ability to offer instant access to useful information from obscure public records to mundane event listings, and its ability to form networks so that users may form communities that mirror and extend the ones that exist in the physical world. They will learn how to engage their users to create and contribute content to enrich the experience of reading online, and not overwhelm their readers with a cacophony of undifferentiated noise.
  • The point here is that newspapers must accomplish online what they have long been able to achieve for generations of readers in print: they must forge an emotional bond with their readers by becoming an essential part of their daily lives.
  • Third, and perhaps most important (because without this the first two are impossible), newspapers must recognize (as some already have) that technology and journalism are inexorably intertwined.
  • Barbara Lindsey on 21 Dec 09
     
    "Revolutions create a curious inversion of perception. In ordinary times, people who do no more than describe the world around them are seen as pragmatists, while those who imagine fabulous alternative futures are viewed as radicals. The last couple of decades haven't been ordinary, however. Inside the papers, the pragmatists were the ones simply looking out the window and noticing that the real world was increasingly resembling the unthinkable scenario."
Barbara Lindsey

Social Media is Killing the LMS Star - A Bootleg of Bryan Alexander's Lost Presentation... - 0 views

openedconference.org/...1037

bryanalexander socialmedia CMS Web2.0 education methods roml 5395

shared by Barbara Lindsey on 27 Aug 09 - Cached
  • Unfortunately, this margin and that niche don’t map well onto each other, to the extent that education extends beyond single classes and connects with the world.
  • CMSes offer versions of most of these, but in a truncated way. Students can publish links to external objects, but can’t link back in. (In fact, a Blackboard class is a fine place to control access to content for one concerned about “deep linking”) An instructor can assign a reading group consisting of students in one’s class, but no one else. These virtual classes are like musical practice rooms, small chambers where one may try out the instrument in silent isolation. It is not connectivism but disconnectivism.
  • professors can readily built media criticism assignments into class spaces. These experiences are analogous to the pre-digital classroom, and can work well enough. But both refuse to engage with today’s realities, namely that media are deeply shaped by the social. Journaling privately, restricted to an audience not of the writer’s choosing, is unusual.
  • ...19 more annotations...
  • We’ve seen an explosion in computer-mediated teaching and learning practices based on Web 2.0, in variety and scope too broad to summarize here. Think of the range from class blogs to Wikipedia writing exercises, profcasting to Twitter class announcements, mashups and academic library folksonomies and researchers’ social bookmarking subscriptions. CMSes react in the following ways: first, by simply not recapitulating these functions; second, by imitating them in delayed, limited fashions; third, by attempting them in a marginal way (example: Blackboard’s Scholar.com). CMSes are retrograde in a Web 2.0 teaching world.
  • CMSes shift from being merely retrograde to being actively regressive if we consider the broader, subtler changes in the digital teaching landscape. Web 2.0 has rapidly grown an enormous amount of content through what Yochai Benkler calls “peer-based commons production.” One effect of this has been to grow a large area for informal learning, which students (and staff) access without our benign interference.
  • Moreover, those curious about teaching with social media have easy access to a growing, accessible community of experienced staff by means of those very media. A meta-community of Web 2.0 academic practitioners is now too vast to catalogue. Academics in every discipline blog about their work. Wikis record their efforts and thoughts, as do podcasts. The reverse is true of the CMS, the very architecture of which forbids such peer-to-peer information sharing. For example, the Resource Center for Cyberculture Studies (RCCS) has for many years maintained a descriptive listing of courses about digital culture across the disciplines. During the 1990s that number grew with each semester. But after the explosive growth of CMSes that number dwindled. Not the number of classes taught, but the number of classes which could even be described. According to the RCCS’ founder, David Silver (University of San Francisco), this is due to the isolation of class content in CMS containers.
  • If we focus on the copyright issue, then the CMS makes for an apparently adequate shield. It also represents an uncritical acceptance of one school of copyright practice, as it enforces one form of fair use through software. However, it does not open up the question of copyright. Compare, for example, with the Creative Commons option increasingly available to content authors in platforms such as Flickr or WordPress. That experiential, teachable moment of selecting one’s copyright stance is eliminated by the CMS.
  • Another argument in favor of CMSes over Web 2.0 concerns the latter’s open nature.
  • Campuses should run CMSes to create shielded environments,
  • Yet does this argument seem familiar, somehow? It was made during the 1990s, once the first Web ballooned, and new forms of information anxiety appeared. Mentioning this historicity is not intended as a point of style, but to remind the audience that, since this is an old problem, we have been steadily evolving solutions. Indeed, ever since the 20th century we can point to practices – out in the open, wild Web! – which help users cope with informational chaos. These include social sifting, information literacy, using the wisdom of crowds, and others. Such strategies are widely discussed, easily accessed, and continually revised and honed. Most of these skills are not well suited to the walled garden environment, but can be discussed there, of course. Without undue risk of exposure.
  • Put another way, we can sum up the CMS alternative to Web 2.0’s established and evolving pedagogies as a sort of corporate model. This doesn’t refer to the fact that the leading CMS is a business product, produced by a fairly energetic marketplace player. No, the architecture of CMSes recapitulates several aspects of modern business. It enforces copyright compliance. It resembles an intranet, akin to those run by many enterprises. It protects users from external challenges, in true walled garden style. Indeed, at present, radio CMS is the Clear Channel of online learning.
  • The academic uses of realtime search follow the pre-Web pedagogy of seeking timely references to a classroom topic. Think of a professor bringing a newspaper to class, carrying a report about the very subject under discussion. How can this be utilized practically? Faculty members can pick a Web service (Google News, Facebook, Twitter) and search themselves, sharing results; or students can run such queries themselves.
  • Over the past near-decade CMSes have not only grown in scale, but feature development. Consider the variety: gradebooks, registrar system integration, e-Reserve integration, discussion tools, drop boxes, news alerts. Consider too the growth of parallel Web 2.0 tools: wikis, blogs, social bookmarking, podcasting.
  • Now to compare CMSes and Web 2.0: imagine an alternate history, a counterfactual, whereby the world outside academia had Blackboard instead of Web 2.0: § White House health care reform debates: each citizen must log into a town-hall-associated “class,” registering by zip code and social security number. Information is exchanged between “town classes” via email. Relevant documents can be found, often in .doc format, by logging into one’s town class.
  • § Iranian activists collaborate via classes, frantically switching logins and handles to keep government authorities from registering and snooping. § “Citizen media” barely exist. Instead we rely on established authorities (CNN, BBC, Xinua, etc) to sift, select, and, eventually, republish rare selections of user-generated media. § Wikipedia, Flickr and Picasa, the blogosphere, Facebook and MySpace, the world of podcasting simply don’t exist. Instead, we rely on static, non-communicable Web documents, and consult the occasional e-Reserve, sometimes on a purchased DVD. § The Recording Industry Association of America (RIAA) maintains fan clubs, small, temporary groups where fans of certain bands and artists can sign in and listen to time-limited, DRM’d music. “It’s like tape trading, but legal!” says one promotional campaign.
  • Once we had Bertold Brecht writing plays for radio, neighborhood-based radio shows, and the stupendous Orson Wells; then we moved on, through payola, and onto Kasey Kasem and Clear Channel.
  • For now, the CMS landsape is a multi-institutional dark Web, an invisible, unsearchable, un-mash-up-able archipelago of hidden learning content.
  • Can the practice of using a CMS prepare either teacher or student to think critically about this new shape for information literacy? Moreover, can we use the traditional CMS to share thoughts and practices about this topic?
  • Now your iPhone can track your position on that custom map image as easily as it can on Google maps.”
  • What world is better placed to connect academia productively with such projects, the open social Web or the CMS?
  • CMS. What is it best used for? We have said little about its integration with campus information systems, but these are critical for class (not learning) management, from attendance to grading. Web 2.0 has yet to replace this function. So imagine the CMS function of every class much like class email, a necessary feature, but not by any means the broadest technological element. Similarly the e-reserves function is of immense practical value. There may be no better way to share copyrighted academic materials with a class, at this point. These logistical functions could well play on.
  • It makes for a separation from the social media world, a paused space, perhaps one fertile for reflection. If that works for some situations, then it works, and should be selected… consciously, not as a default or unreflective option, but as the result of a pedagogical decision process.
Barbara Lindsey

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDU... - 0 views

connect.educause.edu/...45823

education pedagogy web2.0 learning2.0 aroundtheworld beyondwebct

shared by Barbara Lindsey on 17 Nov 08 - Cached
  • Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • In a traditional Cartesian educational system, students may spend years learning about a subject; only after amassing sufficient (explicit) knowledge are they expected to start acquiring the (tacit) knowledge or practice of how to be an active practitioner/professional in a field.9 But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field. This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
  • In the fall of 2004, Wiley taught a graduate seminar, “Understanding Online Interaction.” He describes what happened when his students were required to share their coursework publicly:
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  • The writing students did in the first few weeks was interesting but average. In the fourth week, however, I posted a list of links to all the student blogs and mentioned the list on my own blog. I also encouraged the students to start reading one another's writing. The difference in the writing that next week was startling. Each student wrote significantly more than they had previously. Each piece was more thoughtful. Students commented on each other's writing and interlinked their pieces to show related or contradicting thoughts. Then one of the student assignments was commented on and linked to from a very prominent blogger. Many people read the student blogs and subscribed to some of them. When these outside comments showed up, indicating that the students really were plugging into the international community's discourse, the quality of the writing improved again. The power of peer review had been brought to bear on the assignments.17
  • for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
  • The demand-pull approach to learning might appear to be extremely resource-intensive. But the Internet is becoming a vast resource for supporting this style of learning. Its resources include the rapidly growing amount of open courseware, access to powerful instruments and simulation models, and scholarly websites, which already number in the hundreds, as well as thousands of niche communities based around specific areas of interest in virtually every field of endeavor.22
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • This new form of learning begins with the knowledge and practices acquired in school but is equally suited for continuous, lifelong learning that extends beyond formal schooling.
  • Barbara Lindsey on 17 Nov 08
     
    Seely Brown and Adler article
Barbara Lindsey

Official Google Blog: The meaning of open - 0 views

googleblog.blogspot.com/...meaning-of-open.html

google open source

shared by Barbara Lindsey on 24 Dec 09 - Cached
  • So if you are trying to grow an entire industry as broadly as possible, open systems trump closed
  • But in our industry a 10 percent increase in industry value will yield a much bigger reward because it will stimulate economies of scale across the entire industry, increasing productivity and reducing costs for all competitors. As long as we contribute a steady stream of great products we will prosper along with the entire ecosystem. We may get a smaller piece, but it will come from a bigger pie.
  • Our top priorities should always be users and the industry at large and not just the good of Google, and you should work with standards committees to make our changes part of the accepted specification.
  • ...1 more annotation...
  • Open will win. It will win on the Internet and will then cascade across many walks of life: The future of government is transparency. The future of commerce is information symmetry. The future of culture is freedom. The future of science and medicine is collaboration. The future of entertainment is participation. Each of these futures depends on an open Internet.
  • Barbara Lindsey on 24 Dec 09
     
    So if you are trying to grow an entire industry as broadly as possible, open systems trump closed.
Barbara Lindsey

Ping - Google Goggles, Searching by Image Alone - NYTimes.com - 0 views

www.nytimes.com/...20ping.html

google data images smartphones mobiles

shared by Barbara Lindsey on 20 Dec 09 - Cached
  • It’s not hard to imagine a slew of commercial applications for this technology. You could compare prices of a product online, learn how to operate that old water heater whose manual you have lost or find out about the environmental record of a certain brand of tuna. But Goggles and similar products could also tell the history of a building, help travelers get around in a foreign country or even help blind people navigate their surroundings.
  • But recognizing images at what techies call “scale,” meaning thousands or even millions of images, is hugely difficult, partly because it requires enormous computing power. It turns out that Google, with its collection of massive data centers, has just that.
  • Barbara Lindsey on 20 Dec 09
     
    Google unveiled a smartphone application called Goggles. It allows users to search the Web, not by typing or by speaking keywords, but by snapping an image with a cellphone and feeding it into Google's search engine.
Barbara Lindsey

Morgan Stanley: Mobile Internet Market Will Be Twice The Size of Desktop Internet - 0 views

www.readwriteweb.com/...ley_mobile_internet_market.php

mobile growth use

shared by Barbara Lindsey on 16 Dec 09 - Cached
  • Barbara Lindsey on 16 Dec 09
     
    The report starts out by saying that Apple's iPhone/iTouch/iTunes ecosystem "may prove to be the fastest ramping and most disruptive technology product / service launch the world has ever seen." It goes on to state that "a handful of incumbents (like Apple, Google, Amazon.com and Skype) appear especially well positioned for mobile changes."
Barbara Lindsey

About » OpenLanguage Blog - 0 views

blog.openlanguage.com/about

mobile language learning commercial

shared by Barbara Lindsey on 14 Oct 09 - Cached
  • Barbara Lindsey on 14 Oct 09
     
    OpenLanguage is a mobile learning network designed to help language teachers augment their classes with best of modern web & mobile technologies while helping students study while on-the-go. Need to recognize connection with publishers and product developers.
Barbara Lindsey

An Almanac of Things for Learning (Things to Learn With) - 0 views

sites.google.com/...Home

google mafla09 actfl09

shared by Barbara Lindsey on 19 Oct 09 - No Cached
  • Barbara Lindsey on 19 Oct 09
     
    An array of lessons using Google products
Barbara Lindsey

Qik | Product Highlight - 0 views

qik.com/product_highlight

videostreaming live cellphone

shared by Barbara Lindsey on 25 Nov 08 - Cached
  • Barbara Lindsey on 25 Nov 08
     
    Live video sharing via cell phone
Barbara Lindsey

Tools to Boost Your Productivity on Twitter » TweetLater.com - 0 views

www.tweetlater.com

twitter feeds alerts tweetlater

shared by Barbara Lindsey on 28 Jan 09 - Cached
  • Set up alerts and track keywords in the public Twitter stream.
  • Barbara Lindsey on 28 Jan 09
     
    Set up alerts and track keywords in the public Twitter stream
Barbara Lindsey

Digital Divide.org - 0 views

www.digitaldivide.org/...digitaldivide.html

digital access digital divide

shared by Barbara Lindsey on 21 Mar 09 - Cached
  • It took digital-divide researchers a whole decade to figure out that the real issue is not so much about access to digital technology but about the benefits derived from access.
  • 80/20 factor” (in which eighty percent of profit is made by serving the most affluent 20%) causes technology designers to work hard at creating "solutions" specifically for the affluent. The poor are ignored because market forces assume that designing solutions for them will not be profitable*. The result is that even where the poor are provided access to digital technology, it is low-quality and merely “localized” versions of products and services intended for the rich.
  • 1) Closing the Digital Divide is a precondition for reducing poverty.
  • ...2 more annotations...
  • Closing the Digital Divide is a precondition for resolving terrorism.
  • The emerging market countries of Asia are now major drivers of the digital economy
Barbara Lindsey

Steve's HR Technology - Journal - Welcome to the Company! Here is your iPhone - 0 views

steveboese.squarespace.com/...mpany-here-is-your-iphone.html

ACU mobiles iphone

shared by Barbara Lindsey on 28 Dec 09 - Cached
  • The school distributed the iPhones with some specific, and fairly modest goals. Let students participate in class polls, have access to some information systems, etc.  These were important and valuable benefits.  But the students proceeded to leverage the technology to better connect with each other, to facilitate their own projects and group activities, and ultimately to derive more value than the administration had ever foreseen.
  • When technology is designed to promote adaptation, or is developed and consumed in ways that can support changes to configuration and flexible levels of personalization the opportunity for end users and employees to 'discover' new and better uses is significantly enhanced.
  • Abilene Christian certainly seems like an unlikely place to be at the forefront of an innovative, cutting edge technology-based project like this.  And it is.  But it shows that even from unlikely sources, ones without national reputations, and billion-dollar endowments, that fantastic innovations can arise.
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  • How about next year, when your first batch of new recuits come marching in the door, you hand them a brand new iPhone, and encourage them to use it to connect, learn, share, and experiment? I know what you are thinking, where is the budget for that going to come from? I would bet the extra productivity you will get from the program will more than fund the phones over the year. Ask Abilene Christian if the investment was worth it, they have gotten more mileage as the 'iPhone College' than they ever bargained for.
  • Barbara Lindsey on 28 Dec 09
     
    The school distributed the iPhones with some specific, and fairly modest goals. Let students participate in class polls, have access to some information systems, etc.  These were important and valuable benefits.  But the students proceeded to leverage the technology to better connect with each other, to facilitate their own projects and group activities, and ultimately to derive more value than the administration had ever foreseen.
Barbara Lindsey

#movemeon 2009 by Doug Belshaw in Education & Language - 0 views

www.lulu.com/...download

free pd twitter lulu

shared by Barbara Lindsey on 31 Dec 09 - No Cached
  • Barbara Lindsey on 31 Dec 09
     
    Valuable professional development from seasoned educattors via Twitter and published for FREE with LULU!  
Pump Wat

Best Quality Clean Water Pumps - 1 views

In the previous months, I was looking for quality water pumps for my house that will ensure safe drinking water for my family. I have asked several friends where I could possibly look for the best ...

pumps

started by Pump Wat on 26 Sep 11 no follow-up yet
Barbara Lindsey

How Web-Savvy Edupunks Are Transforming American Higher Education | Fast Company - 0 views

www.fastcompany.com/...who-needs-harvard.html

edupunk education higher ed

shared by Barbara Lindsey on 11 Aug 09 - Cached
  • "The Internet disrupts any industry whose core product can be reduced to ones and zeros," says Jose Ferreira, founder and CEO of education startup Knewton. Education, he says, "is the biggest virgin forest out there." Ferreira is among a loose-knit band of education 2.0 architects sharpening their saws for that forest.
  • MIT in 2001, when the school agreed to put coursework online for free.
  • "We're changing the culture of how we think about knowledge and how it should be shared and who are the owners of knowledge."
  • ...4 more annotations...
  • "Colleges have become outrageously expensive, yet there remains a general refusal to acknowledge the implications of new technologies," says Jim Groom, an "instructional technologist" at Virginia's University of Mary Washington and a prominent voice in the blogosphere for blowing up college as we know it. Groom, a chain-smoker with an ever-present five days' growth of beard, coined the term "edupunk" to describe the growing movement toward high-tech do-it-yourself education. "Edupunk," he tells me in the opening notes of his first email, "is about the utter irresponsibility and lethargy of educational institutions and the means by which they are financially cannibalizing their own mission."
  • The edupunks are on the march. From VC-funded startups to the ivied walls of Harvard, new experiments and business models are springing up from entrepreneurs, professors, and students alike. Want a class that's structured like a role-playing game? An accredited bachelor's degree for a few thousand dollars? A free, peer-to-peer Wiki university? These all exist today, the overture to a complete educational remix.
  • "If universities can't find the will to innovate and adapt to changes in the world around them," professor David Wiley of Brigham Young University has written, "universities will be irrelevant by 2020."
  • The challenge is not to bring technology into the classroom, he points out. The millennials, with their Facebook and their cell phones, have done that. The challenge is to capture the potential of technology to lower costs and improve learning for all.
Barbara Lindsey

Multimedia & Internet@Schools Magazine - 0 views

www.mmischools.com/...MmisXtra.aspx

media literacy reading education

shared by Barbara Lindsey on 18 Jul 09 - Cached
  • I would argue that postliteracy is a return to more natural forms of multisensory communication—speaking, storytelling, dialogue, debate, and dramatization. It is just now that these modes can be captured and stored digitally as easily as writing. Information, emotion, and persuasion may be even more powerfully conveyed in multimedia formats.
  • Libraries, especially those that serve children and young adults, need to acknowledge that society is becoming postliterate.
  • PL libraries budget, select, acquire, catalog, and circulate as many or more materials in nonprint formats as they do traditional print materials. The circulation policy for all materials, print and nonprint, is similar.2. PL libraries stock, without prejudice, age-appropriate graphic novels and audio books, both fiction and nonfiction, for informational and recreational use.3. PL libraries support gaming for instruction and recreation.4. PL libraries purchase high-value online information resources.5. PL libraries provide resources for patrons to create visual and auditory materials and promote the demonstration of learning and research through original video, audio, and graphics production. They also provide physical spaces for the presentation of these creations.6. PL libraries allow the use of personal communication devices (MP3 players, handhelds, laptops, etc.) and provide wireless network access for these devices.7. PL library programs teach the critical evaluation of nonprint information.8. PL library programs teach the skills necessary to produce effective communication in all formats.9. PL library programs accept and promote the use of nonprint resources as sources for research and problem-based assignments.10. PL librarians recognize the legitimacy of nonprint resources and promote their use without bias.
  • ...3 more annotations...
  • Culture determines library programs; libraries transmit culture.
  • If we as librarians support and use learning resources that are meaningful, useful, and appealing to our students, so might the classroom teacher.
  • In Phaedrus, Plato decries an "alternate" communication technology:The fact is that this invention will produce forgetfulness in the souls of those who have learned it. They will not need to exercise their memories, being able to rely on what is written, calling things to mind no longer from within themselves by their own unaided powers, but under the stimulus of external marks that are alien to themselves.The Greek philosopher was, of course, dissing the new technology of his day: writing. Plato might well approve of our return to an oral tradition in a digital form. But his quote also demonstrates that sometimes our greatest fears become our greatest blessings.
  • Barbara Lindsey on 18 Jul 09
     
    Thanks to Russel Tarr via Twitter
Barbara Lindsey

COOLPIX S1000pj from Nikon - 0 views

www.nikonusa.com/...COOLPIX-S1000pj.html

nikon camera projector built-in s1000pj

shared by Barbara Lindsey on 09 Aug 09 - No Cached
  • Barbara Lindsey on 09 Aug 09
     
    Find courtesy of new media consortium on Facebook. This camera not only has some incredible camera features (smile timer, blink proof & blink warning) it also has a built-in projector to display your pics and vids on any surface!
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