Course Announcements & Email Archives
Welcome to e-class!
Read the Syllabus, Calendar, Requirements and Checklist. The CourseQuest will take you step-by-step through the course materials and assignments. As you move through this course guide, you'll work your way through five sections of online readings: Introduction, Informational Materials, Instructional Materials, Creativity Tools, and Collection Management. Use the navigation on the left side of the screen to locate particular topics.
If you think you may have missed class email communications, the email archives are located BELOW. Questions? Contact Annette Lamb.
Class Email Archives
You should have received the following messages through email. If you didn't get this email, please email me with your current email address so I can add you to the class list.
Class Update: March 6
Howdy class -
I'll keep this short.
DUE
Tremor 5 reply is due Monday March 8.
Tremor 6 is due Monday March 8
You'll also need to get started with your Tutorial/Transmedia Project. It's due Monday March 22.
Keep in mind that Project 2 is due Monday March 22. However you have one week (until March 29) to add enhancements and suggestions to peer projects. You can also make updates to your own project during that week based on feedback you receive or areas you see as needing refinement. However the completed project must be first be posted March 22 and no changes can be made after March 29.
TRANSMEDIA PROJECT
If you're thinking about a transmedia project, you may wish to use primary sources and photographs from the web.
I recommend using public domain or creative commons so you don't need to worry about permissions. You're also okay with US government materials from places like Library of Congress, USGS, CDC.. they all have image collections you can use.
You can't always find the perfect image, but you'll feel better about your product if you don't worry about copyright.
Consider using wikimedia commons at http://commons.wikimedia.org/ all the images are ones that are freely useable for student projects.
Also, check Flickr.com and do an advanced search by creative commons. You can do the same with Google in an advanced search.
Class Update: February 27
Howdy everyone -
I'm heading to a conference in Seattle next (March 2-6) Tuesday through Saturday. I should have Internet access, however if it takes a while to reply to messages you'll know why.
DUE
Pathfinder Enhancement is due Monday March 1.
Tremor 5 is due Monday March 1.
Tremor 5 reply is due Monday March 8.
Tremor 6 is due Monday March 8.
Remember that your peer enhancement should be posted in Oncourse and it should be substantial. It's worth 3 points.
It's fine to update your Pathfinder with the feedback and suggestions provided by your peers. This isn't required, but it may increase the quality of your project.
Please make many changes and reload your project by Friday March 5. I'll begin grading when I return from the conference Sunday March 7 so it may be midweek before grades are posted.
If you're working with the Comic Life software for Tremor 6, consider exporting your work so others can view it easily. Under the File menu, there's an option to EXPORT as HTML, JPG, or PDF files. Most software packages provide an EXPORT option and it's normally found under the File menu.
READINGS
We're moving into an exploration of creativity tools for young people. Children and young adults love to make things. Think of ways to support their inventive thinking.
Read Treehouse: Chpt 7, 8, 9, 11, 12
Read Creativity Resources on CD and DVDs - http://eduscapes.com/earth/creativity/creativity.html
Read Creativity Resources on the Web - http://eduscapes.com/earth/creativity/creativity1.html
TREMOR 4: NONFICTION DEBRIEFING
You're all doing an excellent job creating postings and thoughtful replies. Thanks for going back and making additional comments to enhance the discussions and also answering classmate questions. I can tell everyone is learning!
Virtual Field Trips - A few people expressed their frustrations with virtual field trips. In many cases they aren't any more than a poor pathfinder. Seek out trips that actually provide a virtual experience including video or photographs. My favorites are those that provide a clickable map or allow you to "walk around" a real or virtual place.
Access to primary resources and real-world data are two examples of how web-based resources have changed the way young people do research. Before digital documents became common place, it was impossible to access many of the documents available in our world's libraries and museums. Consider going back and browsing some of the wonderful online sources reviewed by your classmates.
Currently, my favorite place to explore data is a website called Swivel at http://www.swivel.com/
It's a social network for people who enjoy exploring data sets across content areas.
From pets and kids to grandparents and vacations, I can tell many of you had a blast creating e-scrapbooks. These creative activities can really bring inquiry and learning alive for people of all ages. If you didn't get a chance to try Comic Life for this assignment, think about using it for a future Tremor such as Tremor 6 or one of your projects. It's lots of fun!
TUTORIAL/TRANSMEDIA PROJECT
It's time to begin thinking about Project 2.
Read the directions at http://eduscapes.com/earth/course/database.html
Read the criteria for evaluation at http://eduscapes.com/earth/course/evaluation.html#3
You have TWO options for this assignment. You just need to choose 1 of the 2 options.
OPTION 1: Database Tutorial Project
Keep in mind that the value of databases for young people is the quality of information and ease of access based on the structured, searchable organization system. Unlike a traditional website where simple links are used to move among pages, databases use a query system to retrieve the desired records (pages). Databases have a very precise organizational system that allows keyword searches and other kinds of specific queries. Unfortunately, not all databases are well-designed making some difficult to use.
Consider exploring something new and different. Consider a database you've heard about, but not used.
Special Note!!!!
You can use any electronic database, it doesn't necessarily need to be a part of Inspire. It could be something your public or school library subscribes to for this assignment such as Opposing Viewpoints, Facts on File, or SIRS.
Keep in mind that it's okay to focus on one aspect of a database or resource area. For example, you'll find Primary Search, Middle Search Plus, any more in the Kids section of Inspire. It contains many different resources. You could just focus on a particular type of information, assignment, or information inquiry.
If you choose the Teen section of Inspire it looks like there's only one "search area" because it goes directly to a MAS Ultra search, but if you click CHOOSE DATABASES, you'll see a specific list that includes Newspaper Source, Knight Ridder Collection, Regional Business News, Military & Government Collection, and many more. Choose one of these specific areas.
Also, consider that you could use an area within a database. Some have many subsections. Remember many of the "adult" databases can be used with YOUNG PEOPLE depending on the topic and course. Be creative! Think about the information and learning needs of young people.
Finally, remember that you can use a web-based database such as a collection at a digital library or museum. It should be a large collection that contains ADVANCED SEARCH options. If you take this approach, please run it past me first to be sure it will work for this assignment.
The Butterflies and Moths of North America is an example. http://www.butterfliesandmoths.org/
It contains ways to browse by taxonomic groups, map search, image search, and image gallery.
Share your database idea with your Cohort Guide. If possible, do not overlap topics with other students. I'd like to have no more than 2 people doing the same database.
If you're unsure about your selection, feel free to email me with your options. I'm happy to help.
OPTION 2: Transmedia Storytelling Project
If you already know about databases and have experience building tutorials, this is a chance to try something more creative.
Transmedia storytelling is a new way to think about reading experiences. Your job is to explore the world of transmedia storytelling and write a short review of one example. Then, do some brainstorming about the possibilities. Review the transmedia page at http://eduscapes.com/earth/informational/transmedia.html
Next, create your own transmedia storytelling experience. The assignment page contains lots of options.
http://www.eduscapes.com/earth/course/database.html#2
Remember, this is your chance to be creative. There are very few examples of this new multiformat approach to storytelling so they there are no "right" or "wrong" answers. I'm happy to e-brainstorm if you'd like to bounce around ideas.
TIME FOR REFLECTION
Recently, we've been exploring both fact and fiction that can be found on the web. In the past, only a few scholars were able to share their ideas with the world. Today anyone with access to the Internet can post information or misinformation around the world in seconds. It's essential that students and teachers understand how information is gathered, organized, and published.
A student asked the following question and it got me writing (and then rambling).
"I am interested in your thoughts about students using Wikipedia as a reference source for research. What are your reasons for your opinion?"
This is a great question and it would be nice if there were a simple answer. I don't have one, but I do have some things for people to consider. Everyone has an opinion on this topic. Here's mine.
ADDRESSING THE QUESTION...
1 - I consider wikipedia in the same reference category of information as other encyclopedia. In other words, it's a SECOND or THIRD level source. I use any encyclopedia (print, electronic, digital) as a starting point for background information. Then, I use the references in the article to begin searching for the key people, authors, and primary source materials. If you scroll to the bottom of a wikipedia page you'll find references and external links.
2 - I think it's fine to cite wikipedia in the same way that you'd cite World Book or any other reference resource. In other words, it would be appropriate in some cases, but not others. I would use wikipedia as a source of information as long as it is ONE of MANY resources that may provide help with the "big picture", background information, and alternative perspectives. In other words, it's not a question of citing information. It's a question of whether you are taking the information as FACT or as ONE of MANY sources that may contain bias. In other words, I'm more interested in HOW the student is using the information in their report. If the student is citing population data, they may find the information in wikipedia. However they should NOT cite wikipedia for this information. They should locate the link at the bottom of the wiki page that will take them to the US Census data and double-check the number at the official government website. The Census bureau should be the citation. On the other hand, if the student is defining the characteristics of podcasting, wikipedia may be one of a number of articles cited as possible definitions. This would be noted in the student's paper such as "the definition of podcasting is evolving and includes..." that there are many opinions and that wikipedia provides a perspective based on collaborative input.
2 - I think that it's important that students understand how a wikipedia is put together and revised. Just like understanding the use of references at the end of a scholarly article, they need to look for and use the more primary sources cited in the wikipedia articles rather than relying on the information in the wikipedia article. Most wikipedia articles contain references and links at the bottom of the page as well as external resources. In most cases you can go directly to this resource with a simple link. This type of reference checking is difficult or impossible in print encyclopedia where many of the resources are not easily available for evaluation.
3 - One reason that I think it's IMPORTANT to use wikipedia is that it provides an alternative to corporate publishing. In other words, it can take months or years to get some materials published in a print form. Lesser known works may never get printed. Some people working with timely topics may not wish to publishing in a form such as paper that is not easily revised. Others like the collaborative power of the online environment where people can build on the ideas started by others. Many like the idea that wiki is self-correcting and allows alternative perspectives. Here are some examples:
Your print and many electronic materials say that Pluto is a planet. As of Aug 2006, wikipedia had the correct information. Pluto is not a planet.
For any major event such as sporting events, elections, etc., wikipedia will provide the updated information immediately.
For major scientific discoveries, wikipedia will begin reporting as soon as the research can be cited.
If I want the latest commonly agreed upon definition of new technology terms, I go to wikipedia. Wikipedia has some lesser known topics that aren't well documented in other places. This particularly true of basic information about people and places.
4 - Print materials rarely come with warning notices. Wikipedia does a great job informing users about concerns about quality. For example, warning notices often appear at the top of an article stating "this is a rapidly changing topic" or "this is a controversial topic" or "this article can only be editing by established wiki writers". This is very helpful for young people.
5 - I like to use the HISTORY feature in wikipedia to see how an article has evolved and how it has been edited. You can also determine the mix of authors and the changing ideas as the article was written. This provides insights into the quality and usefulness of the information.
THE BIGGER ISSUE...
A - Think about the purpose of citations in a student report or any communication. They are intended to help the reader judge the value of the information being presented. Because wikipedia is constantly changing, there's a good chance that the information cited may change by the time the reader accesses this reference. As such, wikipedia serves as a poor resource in terms of providing a concrete source. On the other hand, wikipedia could also be viewed as an excellent source because although a written report may become dated, the wikipedia citations will continue to evolve.
B - I have a bigger question. A quote and citation don't help me understand the context in which the information is being used. Why are students doing reports in the first place? What value comes from copying and citing information from various sources? I'm much more interested in the conclusions that students draw as they use a report to communicate the solution to a problem or propose a plan of action to address an issue. I'd like to see students writing about the quality of the information they find as well as the resources. Then synthesizing this information and sharing their perspective regarding the results. In other words, I want students to be good consumer of information as well as creators of innovative ideas and solutions.
SOOOO...
Back to our original discussion. It's not enough to simply provide students with access to electronic resources. As librarians, we need to help guide young people in effective use of information. It's also our responsibility to work with parents and teachers to help them understand how and why information is communicated, then help them become responsible users of information.
This becomes even more important as an increasing number of people begin to use the web as a tool for building fictional, multimedia worlds where the line between reality and fantasy become blurred.
Time for me to get off the bandwagon and back to grading!
Class Update: February 20
The semester is flying!
I know that my updates can sometimes get long. However think of them this way. Instead of spending 30 minutes of a "live" class going over projects, reading, and debriefing discussions, you simply need to read this e-update for the essentials.
DUE
Your Pathfinder Project is due, Monday February 22.
Your Tremor 4 Reply is due, Monday February 22.
Work on the Tremor 5 is due Monday March 1.
Work on the Pathfinder Enhancement. It's due Monday March 1.
READINGS
We're moving into the use of electronic materials in teaching and learning. I know that not everyone in the class is a teacher, but everyone working with children and young adults needs to think about promoting life long learning and information inquiry. In addition, many young people go to the public library as well as the school library for help with school-related projects. In addition, think about informal learning situations such as 4-H, scouting, clubs, and church groups.
Read Treehouse: Chpt 13
Read Learning Resources on CD and DVDs - http://eduscapes.com/earth/instructional/learning1.html
Read Learning Resources on the Web - http://eduscapes.com/earth/instructional/learning2.html
TREMOR 3 DEBRIEFING
Some of you expressed frustrations with trying to access databases. I agree. With passwords, awkward interfaces, and limited graphics, some librarians skip databases and go straight for Google... so let's be practical. Databases are great for some applications and not for others. For instance, if you want to access periodicals, use a database. If you want quality, pre-selected materials from well-known sources, use databases. If you're looking for specific topics such as opposing views, short biographies, or novel resources, use databases.
One advantage of databases as well as pathfinders is that they sometimes provide access to the "hidden web." In other words, Google only provides access to some of the resources available on the web.
Another concern that many of you expressed relates to age-appropriateness. Unfortunately, even many of the databases created for "kids" are not design for younger readers and often lack visual support. In addition at the middle school level, young people don't want an interface that looks to childish.
Young people can waste a lot of time wandering around databases (just like they do with the Internet) looking for useful information. Be sure to advertise specific databases that might be useful to young people. A poster highlighting the use of Opposing Viewpoints to explore social issues is a great way to draw young people into resources. When you know that a teacher is doing a unit that would work well with a particular database, spring into action with a collaborative project.
Keep in mind that there are no rules about electronic databases and web links. Remember, databases are websites themselves. The KEY is the criteria that the electronic database company uses for evaluating and selecting articles. For instance, a company that posts articles of National Geographic magazine might also post web links to the National Geographic website. Both the magazine and website have the same high-quality articles. You'll rarely see personal websites referenced on electronic databases, but you might find resources from government resources such as Library of Congress or publishers such as PBS television.
Finally, a few people identified "Inspire" or "Gale Group" as a database. These are services that include many different databases, NOT single databases themselves. Keep in mind that an electronic database is a collection of information organized so that a computer can quickly access requested data. Like a traditional file cabinet, databases are organized by fields, records, and files. An online encyclopedia is organized as a database with specific topical articles that can be found using a topic search. An electronic newspaper service is made available by topic, article, author, date, etc, so it's another example of a database.
PATHFINDER EXTENSION
Once you've posted your pathfinder, be sure to go back and scan the work of your peers. You're required to provide a "pathfinder extension." In other words, provide feedback for your peers. This should be MUCH MORE than a simple reply. It's worth 3 POINTS... more than a standard tremor posting. It should provide SUBSTANTIAL assistance for your colleague such as annotated electronic resource suggestions, detailed activity ideas, specific directions, or materials in an allied area.
If you wish to go back and incorporate the ideas of your peers, it's a great idea... but not required for the assignment.
I'll be grading after the pathfinder extensions have been posted.
Class Update: February 13
Happy Valentine's Weekend!
DUE
Tremor 4 is due Monday February 15.
Work on Pathfinder project. It's due Monday February 22.
Tremor 4 reply is due Monday February 22.
GRADEBOOK
Grades for Tremors 1 through 3 have been posted. Everyone is doing a great job so far!
NEWS UPDATE
epaper http://www.gizmag.com/lg-worlds-largest-e-reader-flexible/13968/
ipad http://www.gizmag.com/apples-ipad-concise-details-of-the-announcement/13992/
READINGS
Over the past decade an increasing number of fiction materials have appeared on the web. From comics to popular novels, you'll find lots to read. The major problem with e-books and works of fiction is that many people still prefer to read on paper. Whether it's frustrations with screen resolution, glare, or seating comfort, some people complain that reading on the screen is a pain. However young people (digital natives) are finding that they like the availability of e-books on a variety of devices including computers, hand-held devices, and cell phones. Over the next several years, we'll continue to see new innovations and options as standards are developed and people of all ages embrace e-books in varied formats. Apple's iPad, Barnes and Noble's Nook, and Amazon's Kindle is a great example of how e-books are evolving. Also, look for non-traditional ways of viewing traditional media. For example, I see e-ink and e-paper on the horizon.
Read Fiction Resources - http://eduscapes.com/earth/informational/fiction.html
Read E-Books, E-paper, and E-ink - http://eduscapes.com/earth/informational/epaper.html
Read Electronic Books - http://eduscapes.com/tap/topic93.htm
From The 39 Clues to Skeleton Creek, transmedia storytelling is a new kind of reading experience that bridges books and technology. It's a great way to draw in reluctant readers.
Read the new section on Transmedia Storytelling - http://www.eduscapes.com/earth/informational/transmedia.html
Be sure to read the transmedia short story I wrote along with the matching fictional Oakhaven website. I developed these as examples of "things to come." The story is at http://www.escrapbooking.com/twintales/ and the fictional town linked at the end of each chapter is at http://escrapbooking.com/twintales1/
I made the following story with my 5 year old nephew. Alex and I had a great time writing the poem together.
http://www.eduscapes.com/lamb/petshop.swf
There's lots of potential for the Transmedia approach to the used with the Pet Shop idea... adding video of children with pets, talking about pet care, still images, as well as the original art.
Webcomics are another great tool for bringing a new kind of reader into the library. For fun, try some of the following webcomics to see why these are so popular:
Kidjutsu (Resources for Kids) http://www.kidjutsu.com/
The Graphic Classroom (Reviews) http://graphicclassroom.blogspot.com/
The Sky Kayak http://zipandbit.com/archive
The Dreamland Chronicles http://www.thedreamlandchronicles.com/
The Phoenix Requiem http://requiem.seraph-inn.com/
Cooper http://www.boltcity.com/copper/
GOOGLE TIP
As long as we're talking about fiction reading, here's a children's/ya book tip. Last week someone asked me how to quickly find the reading level of a book. There are a number of a "sales" sites that list them, but here's a super quick approach. Do a Google search for the title of the book and add RL for reading level. A school district website somewhere will probably have it on a list, particularly if it's a AR (Accelerated Reader) book. So if you go to Google and do a search for Hatchet RL, up comes Reading Level 5.7 meaning the book is between fifth and sixth grade level. The listing may also have an AR which stands for the Accelerated Reader points.
I searched Google for Sarah Plain and Tall RL and it came up with 3.9
You can usually find it by just scanning through the Google results without having to actually go to the website. It's not perfect, but it is fast. ;-)
As long as we're talking about Google. Be sure to try Google Books. Many book excerpts as well as a few full texts are now available.
Go to Google Books at http://books.google.com/
PATHFINDER PROJECT
Your pathfinder project is due soon, so I thought I'd provide a few suggestions and ideas. If you need help or have questions, be sure to email me. I'm happy to help!
Go to http://eduscapes.com/earth/course/pathfinder.html for information about the specific requirements.
Go to http://eduscapes.com/earth/course/evaluation.html#2 for the specific points assignments.
TIPS FOR YOUR PATHFINDER
Be sure to do a search in Google (or other favorite search tools) for your topic and the word pathfinder such as "tornado pathfinder" there's a chance you can find ideas in a pathfinder developed by someone else. You can also try "tornado links" and you may find a website links page to get you started. Although many of the projects are now dated, check my 42explore page for ideas at http://42explore.com
WRITING STYLE
Your pathfinder should be well-organized and well-written, but also keep in mind your audience isn't me (your instructor). Your audiences are children and/or young adults and their adult guides, NOT just other librarians or teachers. Words like "the patrons will" don't fit... phrases like... "The American Revolution was a fascinating time... you might want to consider... " are more appropriate for 13 year olds.
Also, keep in mind that you need to proof read your project carefully. It should be your BEST professional work.
PATHFINDERS and URLs
I've had a number of questions about whether to state the URL in a pathfinder or just provide an active link. It's okay to not state the URL. However if you don't include the URL be sure to clearly state the origin of the website such as National Geographic, National Archives, etc. There are two reasons people like to state the URL. One is that it allows people to see the domain name and determine if it's an edu, gov, org, com, etc. Another reason is allow people to print the page and see the addresses on a printed version. Neither are critical issues, but something to think about.
POSTING
If you have time, I highly recommend using Google Sites. It's easy to use.
If you have very few technology skills and are running short on time, it's okay to just upload your Word or Web page to the Oncourse Workspace. If it's outstanding, I'll re-post it on my website as a Word document.
Many have asked about posting their project on the web. One option is to use the web space allocated to all students through the university system through Oncourse (MyWorkspace) or the university computing services. You may also want to use your own service provided. If you have a cable modem or DSL, they probably provide free web server space for you.
Or, here's a place you can go for posting ideas and free web space - http://eduscapes.com/arch/code/posting1.htm
I highly recommend the freebie service Google Sites - http://sites.google.com
I wiki is another great choice since they are so easy to update. For instance, use http://wikispaces.com for a unique pathfinder.
WORD DIRECTIONS
Some people are creating their pathfinder in Microsoft Word. If you want to make it in Word, you can still include hyperlinks and even links within the page.
Hyperlinks in Word. Paste the URL into Word and press the space bar, it will become hot. Or, use the Hyperlink option under the Insert menu.
Links with the Page in Word. Let's say you want to create a list at the top of your document that will jump down to particular parts of your pathfinder. For example, you list websites, databases, software, and books. You can create links that will jump down on the page.
To do this you need to set up words or pictures that are "anchors" and mark where you want to go in the document. To do this, click where you want the "anchor", go to the Insert menu and choose Bookmark. Give it a name such as "top" "books" "videos" etc.
Then, you need to make your little menu of key words and hyperlinks to them.
Go to the insert menu and choose Hyperlink. Click on the document tab and notice the option to "link to anchor" choose Browse and a list of your anchors/bookmarks will appear.
CLASS PROJECT POSTING
Check out the projects completed by others. Keep in mind that they've been done over the years and some of the requirements may have changed. I'm creating links to class student projects on the project page or check out the Shake 'Em Up page at http://eduscapes.com/earth/course/shake.html
Class Update: February 6
Everyone is doing a great job keeping up with assignments. I know it can be stressful with assignments so close together. However I hope you're enjoying the readings and assignments.
DUE
Tremor 3 replies are due, Monday February 8.
Tremor 4: Nonfiction is due, Monday February 15.
You should be working on your Pathfinder. It's due Monday February 22.
You should be working on Tremor 5. It's due Monday March 1.
Check the Oncourse Gradebook for your Tremor 1 & 2 grades.
ASSIGNMENT
This time we'll be focusing on primary sources. These "real world" materials can add interest and authenticity to student projects and bring history to life. I feel strongly that one of the primary uses of the Internet for libraries is the ability to share primary resources that would otherwise not be available to the general public. Just think of all the wonderful resources that would be available if every family, community, church, town, and school shared their rich histories found in locally produced photographs, sounds, graphics, documents, and more?
Read Primary Resources - http://eduscapes.com/earth/informational/primary.html
Read E-scrapbooking - http://escrapbooking.com/
Explore the entire e-scrapbooking website!
Be sure to check out the PROJECTS section at http://escrapbooking.com/projects/index.htm
Also, check out an example of combining primary resources with information inquiry
http://escrapbooking.com/louise
Skim Primary Resources and Real-World Data - http://eduscapes.com/tap/topic88.htm
TREMOR 2 DEBRIEFING
Many of you will be building pathfinder collections for your library. As libraries continue to build their virtual presence, pathfinders can provide a rich, core of resources to bring young people back to your library website again and again.
Hopefully, this assignment helped you see the wide range of pathfinders available. As many of you pointed out, the key to an effective pathfinder is meeting the individual needs of young people. What will appeal to children and teens? What will provide the foundation for an exploration of a topic for school or leisure? I was happy to see so many of you point out the importance of an engaging introduction, interesting visuals, help with search strategies, project suggestions, and the other elements of a pathfinder that really separate it from a bibliography or hotlist of websites.
Lots of students had wonderful suggestions for enhancing pathfinders. Consider emailing the author of the pathfinder and providing the suggestions. This can be a great help to people who don't have time to update their pathfinders on their own. In many cases, the authors provide their email address at the bottom of their web page.
Many of you chose to explore the social bookmarking option. It's a great example of the collaborative nature of the Web 2.0 technology and just-in-time development tools. In our excitement over using the new technology, we need to remember some of the advantages of the traditional pathfinder including the ability to provide an introduction, search strategies, links within annotations, control over layout/organization, and appealing visuals. Some of these aspects are particularly important when working with young people. Think about ways to combine the elements of Web 2.0 with the content of a quality pathfinder. For instance, a wiki-based pathfinder would provide collaborative aspects.
TREMORS
As I've explored the Tremor 3 assignments, I noticed that some of you chose well-known databases while others explored lesser-known options. As you consider future tremors and projects, try not to rely on those materials you've used in the past. This is your opportunity to explore and try out new ideas and resources.
PROJECTS
If you check the schedule, you'll notice that the Pathfinder and Tutorial/Transmedia projects have due dates close together. It's strongly recommended that you get your Pathfinder done early and get started on the next project.
PATHFINDERS IN THE "REAL WORLD"
Pathfinder development is an essential activity of today's school library media specialist as well as children's/ya public librarians.
While fads come and go, there are some topics like holidays, sports, hobbies, nature, and others that young people revisit from year to year. In the same way, teachers tend to revisit the same topics each year as they address standards. Rather than creating lists of websites, software, databases, books, etc. every year, build pathfinders that can be updated as needed. These pathfinders may start as short lists of resources. As you collaborate with the teachers in your building or discuss interests with parents and young people, these pathfinders can be refined to include activities, troubleshooting tips, hands-on projects, etc.
Children's/YA Librarians are bombarded with questions and requests. Keep track of the most common needs and begin developing pathfinders to address these needs. As you work with individuals and small groups keep track of the most common problems, questions, and needs. These can then be incorporated into your pathfinder.
In the long run, spending time working on pathfinders will actually save you time!
PATHFINDER PROJECTS
Your pathfinders should be exemplary. In other words, it should be the best possible example of what a pathfinder can be.
As I reflect on project submissions from past semesters, I've found a common concern. Most students do an excellent job creating an "annotated list of resources". However it's also essential that to turn your "resource list" into a "pathfinder" by adding a BRIDGE between the user and the information.
You need an attractive, motivating introduction to the topic, reasons why people might be interested in this topic, definitions of key words, strategies for learning more or applying the information found, warnings about evaluation or other issues, ways the resources can be used, project ideas .... in other words, GUIDANCE in using the resources you suggest.
Rather than just providing a LIST.... provide a PATH to these resources.
Quite a few people in past semesters have lost points for lack of depth related to selection criteria or extension activities. Help end users developed a PASSION for your topic through effective, efficient, and appealing information and resources.
Have fun working on your pathfinder!
If you've never used Google Sites (http://sites.google.com), this would be a great time to try it. This website provides easy-to-use tools for making web pages. They'll help make your project professional looking, fast!
VIDEO FUN
Since we're talking about primary sources, how about a blast from the past? Check out this video reminder of how far we've come with digital photography... or have we? http://www.youtube.com/watch?v=qBWVWjdNWC0&NR=1
PERSONAL
I'm headed to Louisiana to work with a school district Monday and Tuesday. I should be online, but it may take a few extra hours to reply.
Special Update
Just a quick note to let you know that grades for the first assignment (postings and replies) have been posted in the Oncourse Gradebook. Let me know if you have questions.
Class Update: January 30
Howdy everyone -
THOUGHTS ON WORD COMPATIBILITY
There's been some discussion about use of the new version of Word. Here are some thoughts:
1 - The current version of Microsoft office is Office 2007 for Windows and Office 2008 for Macs. As an IU system student, you can download (for free) new versions of all the Microsoft software (or get DVDs for $25) from IUware at http://iuware.iu.edu
2 - Keep in mind that you can also download the Adobe software including Dreamweaver, Fireworks, Photoshop, Flash, and more at no cost.
3 - If you're using an older version of Microsoft Office, consider downloading the Office 2007 Compatibility Pack. This will allow you to view the newer file formats for Word (.docx), PowerPoint (.pptx), and more without upgrading to Office 2007. Read more at http://kb.iu.edu/data/avol.html
3 - The nice thing about saving as a PDF file is that your document will retain formatting including margins and fonts. Regardless of the software you use to save your assignment, this is a good idea.
READINGS
It's time to explore the range of nonfiction resources available on the Internet as well as on CD and DVD. Keep in mind that over the past few years most software publishers have made their resources available as downloads to save money. This shift means a change in the library collection from tangible products to virtual materials.
Read Treehouses: Chpts 3, 4, 5
Read
Nonfiction Resources -
http://eduscapes.com/earth/informational/nonfiction.html
Electronic Materials on CD & DVD -
http://eduscapes.com/earth/informational/nonfiction1.html
Skim the Teacher Tap resources in the following websites:
Content-Rich Websites - http://eduscapes.com/tap/topic85.htm
Virtual Field Trips & Digital Libraries and Museums - http://eduscapes.com/tap/topic35.htm
Classroom Pages - http://eduscapes.com/tap/topic60.htm
School Pages - http://eduscapes.com/tap/topic13.htm
School Library Pages - http://www.eduscapes.com/arch/evaluate/archschool.html
Public Library - http://www.eduscapes.com/arch/evaluate/archlibrary.html
Project Pages - http://eduscapes.com/tap/topic75.htm
School Newspaper and Magazine Pages - http://eduscapes.com/tap/topic97.htm
Work on Tremor 4: Nonfiction - http://eduscapes.com/earth/course/process.html#4
ASSIGNMENTS
I've graded your Tremor 1 postings and replies. You can find your grades and any comments in the Oncourse Gradebook.
You should be posting your Tremor 2 reply by Monday February 1.
Your Tremor 3 posting is due Monday February 1.
TREMOR 1 DEBRIEFING
After the discussion has ended on each Tremor, I like to go back and do a little debriefing.
I just wanted to let everyone know that your Tremor activities are looking great. I am particularly impressed with most of your replies. I'm really happy to see the way that you're going back and rechecking the postings and often replying to the replies to your original postings. GREAT! It makes the conversations much more rich.
It was interesting to see the observations of people with experience in schools and public libraries. The first assignment was intended to get you thinking about the role of technology in the lives of young people. It's nice to see that we have many perspectives on these topics and issues. It's also clear that it's essential that school and public librarians embrace technology and provide leadership in effective applications.
The discussions of social technology were particularly interesting. I heard many people talking about age and comfort with technology. As a person that's "half a century" old, I've been "into" technology since I used "punched cards" in my mainframe computer programming class in high school back in the 70s. I've always enjoyed technology including the latest trend... social technology. I find that people's use of technology often reflects their interests off computer. In other words, my favorite social network is LibraryThing because I love books. My favorite software is Comic Life because I love photography and writing travel logs. I've never been a "social" person (I was a brainy-band-drama-book nerd), so although I use Facebook and Second Life they don't dominate my life... so when thinking about the use of technology consider both the interests of young people in general, as well as individual differences of both adults and young people.
I've been using Facebook as a way to communicate with my local 4-H club... our teen volunteers have nearly doubled since we set up a Facebook group to share events, photos, and group activities. Since I link from our Facebook to our website, many more people are going to the website. It works. Many school and public libraries have a Facebook presence. Keep in mind that you don't need to "friend" your teens to interact with them in your Facebook group. All members of a group can post to the group, but they can't see beyond the profile of other members without being friends.
So each person has unique preferences... My personal, preferred method of communication is email rather than social networks, chats, phone, or texting because asynchronous communication doesn't disrupt my work and allows more time for thought and reflection. On the other hand, the lives of many young people revolve around 24/7 access to their friends.
The bottom line... What technology provides is choices. I love choices. :-)
SEARCHING EDUSCAPES
If you're having a hard time locating a concept in the readings, consider using the search tool in eduscapes at http://www.eduscapes.com/search.htm
For example, you can look up a word such as pathfinder. Be sure to click the eduscapes.com logo to conduct this search.
ACCESSING ARTICLES and DATABASES AT IUPUI LIBRARY
The links to online articles through the IUPUI databases can be a problem for some student users. I've updated a few links that were causing trouble.
Some people get into the databases, but are faced with screens for additional passwords. You may need a VPN to get further. Learn more about setting up a VPN at http://kb.iu.edu/data/ajrq.html
DATABASES AT IUPUI
To get into the databases at IUPUI, you'll need to use your IUPUI username and password.
Find databases by subject
http://www.ulib.iupui.edu/view/databases/subject
Find databases by name
http://www.ulib.iupui.edu/view/databases/abc/A
Any of the links to IUPUI (above), you need to use your iu or iupui username and password.
Examples
Go to http://www.ulib.iupui.edu/view/databases/abc/E and choose EBSCO Animals
Go to http://www.ulib.iupui.edu/view/databases/abc/M and choose Middle Search Plus.
INSPIRE
If you have trouble using the IUPUI databases, I'd suggest using INSPIRE. It's available to all Indiana residents.
Go to http://inspire.net and go to Inspire Kids or Students for the youth resources.
PRICES
Most database companies don't post prices online. However it's quick and simple to send an email with your questions to a sales rep. Tell them that you're a student and not buying right now, but you're interested in the costs for a project and might consider their services in the future. They'll just at the chance to share information.
PERSONAL NOTE
We're buried in snow! We've have over two feet the past couple weeks on top of what we already had. However it's a crisp, beautiful day and I Internet is working fine, so I'm happy. :-)
Class Update: January 23
I hope you're having a great time so far!
Be sure to read this email carefully, it's full of important course information. However, let's start with some fun.
MAKING IT REAL
As you explore resources for children and young adults, think about the technology experiences of today's kids. Let's use the life of my nephew Alex and niece Kaylee as an example. I've been tracking Alex's technology skills since his birth in 2004.
Go to http://eduscapes.com/lamb/alexcomp.html
TREMOR 1 and 2
I've enjoyed reading your Tremor 1 assignments. They're looking great! I was particularly happy to see how many of you challenged the articles that you were reading. In graduate school I think "deep thinking" is important. What's beyond the surface of what you're reading? What are the larger issues and implications of technology and young people?
Your Tremor 1 REPLY is due, Monday January 25. Thanks to those of you who have already been involved with posting comments for your peers. I'll be grading these after all the replies are in. Then, you'll be able to find your grades and comments under the Gradebook option in the next few days.
Tremor 2: Pathfinder is due, Monday January 25. Again, you have a few days to post a reply, but I'd suggest jumping right in rather than waiting to post a reply.
You should be working on Tremor 3: Databases.
TREMOR POSTINGS
When you provide the name of a specific website in a posting be sure to include the URL (web address) and use the link tool in the message editor to make it active. This way, your classmates can explore the resource you're describing. As you work on future postings, please be sure to provide a complete citation and if possible a web link so others can enjoy the material you cite.
As you work on your Tremors, notice that some directions in the website are in green. These are the things that should be included in your posting. Read them carefully.
TREMOR REPLIES
A few people have asked about criteria for the Tremor Replies. There's no specific criteria other than contributing to the discussion in some way that goes beyond "way to go" or "I agree." The key is ADDING to the discussion. When possible incorporating a professional reference, excerpt from the readings, a useful resource, or a meaningful example.
These are all possibilities:
* act on a suggestion given by another classmate. For example, after reading a posting or comment from a peer, you might decide to add an example, suggest a website address or other resource, answer a question, or clarify an idea.
* provide feedback to others such as a specific comment or idea along with an example, expansion, or suggestion. In other words, "way to go Susie" is a good start, but won't get you a point. You could even start with "that's crap Susie", however the key is providing positive, constructive criticism or helpful and encouraging advice. Healthy debate is fine, but let's discourage mean-spirited comments.
* state an opinion and provide supportive evidence or arguments. This can be fun because it can really get a discussion going.
* add an insight. If you've had an encounter with the topic being discussed, it would be valuable to hear your thoughts and "real world" experiences.
BE SURE TO READ THE READINGS
Let's talk about what you're learning. The first few tremors focus on the wide range of electronic materials available for children and young adults. Rather than picking the "easiest" assignment, make selections that will complement your library and technology skills. In other words, I've provided a wide range of options so that everyone can learn new, relevant skills.
Some people are trying to jump over the readings and getting into working on assignments and projects. Be sure you complete ALL the readings associated with each tremor before starting to think about your assignments and projects. For example, before you create a pathfinder, you need to do all the readings associated with pathfinders and explore lots of examples! These readings will also be helpful in some of the specific requirements associated with the pathfinder project.
READ
This week we're going to begin our exploration of electronic databases. With the popularity of Google, many people overlook these wonderful, high-quality resources designed specifically for young people. If you live in Indiana, you've got a wealth of resources at your fingertips through Inspire (http://www.inspire.net/).
These databases can also be accessed through the IUPUI library.
Electronic Databases and Reference Materials
http://eduscapes.com/earth/informational/database1.html
Electronic Databases Defined
http://eduscapes.com/earth/informational/database3.html
Electronic Database and References
http://eduscapes.com/earth/informational/database2.html
Reference Materials on CD & DVD
http://eduscapes.com/earth/informational/database4.html
I'm still in the process of updating the Teacher Tap pages, so you may find a few dead links.
Online Reference Materials
http://eduscapes.com/tap/topic9.htm
Daily Resources
http://eduscapes.com/tap/topic90.htm
Online News Sources
http://eduscapes.com/tap/topic27.htm
Visual Resources: Photos and Clip Art
http://eduscapes.com/tap/topic20.htm
Skim Multimedia Seeds
http://www.eduscapes.com/seeds/
DATABASES
An increasing number of websites are set up as databases. As you explore these resources, be sure to look for the characteristics of an effective database: records of information and advanced search options.
Go to the Nobel Prize Nomination Database at http://nobelprize.org/nomination/literature/database.html
Notice that this database contains records for each person nominated for a nobel prize. Also notice the many options for conducting and advanced search.
Go to the Library of Congress Historic Newspapers Section at http://chroniclingamerica.loc.gov/
This database is organized by pages and also has a search directory. The advanced page search includes options for searching by state, newspaper, date, and search words.
COURSEQUEST and PROJECTS
The purpose of the CourseQuest is to provide a "big picture" for the entire course. In other words, rather than seeing the readings, tremors, and three projects as "just busy work", I want you to see these three projects (the pathfinder, the database guide, the WebQuest) as building blocks toward the ultimate goal of the course which is to be able to defend the use of electronic materials in a library setting. Your three projects should be "exemplary models demonstrating the positive impact of electronic materials for children and young adults".
PATHFINDER PROJECT
You should be thinking about your pathfinder project. If you have questions or need suggestions, please let me know.
A few people have emailed me about the differences between a bibliography or booklist and a pathfinder. Here's my thoughts:
An annotated bibliography is a list of resources with annotations.
A mediography is an annotated bibliography with an emphasis on media type materials such as audio and video resources.
A pathfinder is designed to facilitate the exploration of information, so a mediography would be one aspect of a pathfinder. However a pathfinder would also include background information on the topic, suggested approaches to information exploration including search words, search strategies, and related topics. It would also include ideas for how and why the information might be used including project ideas, applications for inquiries, and ideas that might be useful in solving problems... in other words, it's much more than simply a list of materials... it's a "guide" to help people who will be using the materials too.
Pathfinders are particularly important with young people who may need guidance as they jump into an inquiry. Think about how your annotations can assist young people in making good choices about what they choose to explore. For instance, you might include information about specific topics, reading levels, or media incorporated used such as images, audio, and video.
Go to http://eduscapes.com/earth/course/pathfinder.html for information about the specific requirements.
Go to http://eduscapes.com/earth/course/evaluation.html#2 for the criteria that will be used in grading this assignment.
As you consider your Pathfinder Project, think about something that will be fun, but also serve as a good, professional example you can show potential employers.
You should share your pathfinder idea in your cohort group.
Each student is required to add a Peer Enhancement. It's worth three points. This involves reviewing the work of a peer and providing ideas.
PROJECT TOPICS
Your Pathfinder, Tutorial/Transmedia Project, and WebQuest can be on the related topics or totally different topics. Remember, the project MUST be aimed at the children and young adult audience.
WORK TIME
I encourage everyone to set aside a time to complete course activities. Instead of driving to class and sitting at a table, you need to walk into your home office, close the door, and sit in from of the computer.... no television (unless you use it as background noise), no kids (unless you're nursing), or no pets (unless you can convince your cat to sit quietly on your lap). In the calendar I indicate SUGGESTED ACTIVITIES and DUE DATES. Consider using the suggested dates rather than waiting until the deadline.
Also, PBS has a great area focusing on technology and libraries at http://www.pbs.org/teachers/librarymedia/aasl/index.html
Be sure to check out my article on Intellectual Freedom for Youth: Social Technology and Social Networks
http://www.pbs.org/teachers/librarymedia/aasl/lamb.pdf
Class Update: January 16
We made it through the first few days of class!
ONCOURSE
If you're going to be making postings, you'll need to go to Oncourse. However if you just want to access the readings I'd go straight to the course website at http://eduscapes.com/earth so the materials won't be within the Oncourse frames making it easier to read and use.
READINGS
This week's readings relate to the selection, creation, and use of pathfinders. Many of the web pages that call themselves pathfinders are really just resource lists. REMEMBER, a pathfinder is MUCH MORE than a list of books, videos, or websites. It's intended to be a PERSONAL ASSISTANT that guides a particular audience (in this case children and young adults) through the resources available on a topic.
A good pathfinder ALSO helps young patrons become self sufficient by providing ideas for conducting their own searches, key words, definitions, background information, project ideas, and other resources that will bring a particular topic ALIVE!
Also remember that not all website collection and collaboration projects need to be complete pathfinders. You might use social bookmarking websites such as http://delicious.com/ or shortened URL tools such as http://krunchd.com/ to organize, collaborate on, and share websites.
Read Pathfinders, Subject Guides, & Thematic Resources
http://eduscapes.com/earth/informational/path1.html
Read Pathfinders Defined
http://eduscapes.com/earth/informational/path2.html
Read Designing Pathfinders for Children and Young Adults
http://eduscapes.com/earth/informational/path4.html
Read Pathfinder Links
http://eduscapes.com/earth/informational/path3.html
Read Web Subject Guides and Thematic Resources for Children and Young Adults
http://eduscapes.com/earth/informational/theme1.html
Work on Tremor 2: Pathfinders
Larry and I just published an article in School Library Monthly that relates to electronic materials. Check it out at http://www.schoollibrarymonthly.com/articles/JanuaryArticles%5CLamb&Johnson2010.v26n5p41.html
INTRODUCTIONS
I know the Introductions area got pretty overloaded with messages. It's the only time in the semester when all the postings will be in the same place. We have 30+ students in the class, so that's LOTS of postings. :-)
I enjoyed reading everyone's introductions. We have a wide variety of people represented. Some of you have experience with teaching and libraries, others of you are beginners. There will be many opportunities for you to learn from each other. Remember, questioning is the way we all learn. I'm happy to help. Or, email a classmate. The MESSAGES area in Oncourse is a fun way to send a personal message to a classmate. You can also forward these messages to your personal email.
I think it's fun to see where we share interests. Like many of you, I like hiking, reading, and all kinds of music. I often have Home & Garden Channel or the Food Channel on the TV in the background when I'm working.. it's muted and I have music playing. We try to eat local, organic food, we exercise at least 30-60 minutes every day (wii fit Yoga in the morning and hiking in the evening), and we're both feeling great. We spend most of our time working, but when I want to take a short break I like to read nonfiction and fiction, sketch or watercolor paint nature, and paint small, flat river rocks... strange, but true. Finally, we just built a house in southern Utah and are still in the process of moving in.
Check out our latest comic adventures at http://eduscapes.com/lamb. Unfortunately I haven't had time to update in the last several months.
PORTALS
In the Introduction Yourself activity, I asked you to explore portals. I know that some people are going back to add their 3 favorite portals, so you might want to skim the Introductions again to see additions.
Keep in mind that the word "portal" has evolved over the past decade as website technology, tools, and resources have changed. At first, people defined portals as any website with good links. The ability to "customize" and "personalize" is very recent and wasn't included in the definition of a portal until recently. Every website you choose may not completing fit the definition of a portal. Just as you use selection criteria for choosing books, think about your criteria for selecting the best web starting points.
My 2 cents about starting points... Like most of you, "Google" is still my favorite search engine. However, I find that not all webmasters register their websites with Google. Having a nice list of education and library portals or locating a good source for pathfinders can come in very handy. I suggest you keep a personal list of your favorite web resources as you work your way through the course.
TREMOR ASSIGNMENT
The Tremor 1 (http://eduscapes.com/earth/course/process.html#1) posting is due today, Tuesday January 19.
When you're ready to post your Tremor Assignment, go to the FORUM area of Oncourse. Scroll down past the General Discussions and Cohort Group Areas to find the Tremors. Select 1.1, 1.2 or 1.3. Write your posting.
It's a good idea to write in a simple text editor such as Notepad (Windows) or Text Edit (Mac) then paste into the forum area. You may have to play with the formatting a little if you use Microsoft Word. It's also okay to post your assignment as a Word attachment.
The Tremor 1 REPLY is due by Monday January 25 at midnight. Read through the work of your peers, then reply to AT LEAST one of their messages with a quality reply. See guidelines for quality replies on the REQUIREMENTS page of the Course Materials section of the website. You can reply in any of the options under Tremor 1.
In most cases I like to grade all the Tremor posting and replies at once. It's difficult to go back later and grade the replies out of context, so I'll generally grade after all the replies are in. If I have questions, comments, or concerns, I'll write you a note in the GRADEBOOK comments area. Otherwise when you go to the GRADEBOOK you should see a 2 for the Posting and a 1 for the Reply for your Tremor assignment.
I'll be posting the grades for Tremor 1 after both the postings and replies have been posted.
LURKING ABOUT
I'll be lurking around the forums throughout the semester. Occasionally, I'll add a comment. I try to stay out of conversations because some people "clam-up" when the "teacher" starts talking. If I have a particular comment about your posting, I'll put a little note on your Gradebook page.
I particularly enjoyed the comments by those of you who have had my online courses before. I think you'll find that this is the least stressful of the courses I teach. :-)
ONCOURSE WEB HOSTING
Oncourse has a web hosting feature. When you first open Oncourse, choose My Workspace. Choose Resources from the left sidebar. Click ADD. You can upload FILES of any kind including web pages.
If you want the world to see your files, you'll need to make sure you edit the details and check "Display to PUBLIC". The URL will look something like https://oncourse.iu.edu/access/content/user/anlamb/annette.html
For more help, use the Help option on the sidebar in Oncourse.
FREE WEB HOSTING
I'll be talking more later about sharing your projects. They will be posted online anywhere you wish. If you don't know HTML, don't worry just do your writing in Microsoft Word and upload the file.
However I strongly suggest learning to use Google Sites at http://sites.google.com
You might also want to consider Google Docs at http://docs.google.com
A few people have expressed an interest in other free web hosting services. A list is available through the following link. - http://eduscapes.com/arch/code/posting1.htm
CONFUSED?
At the beginning of the semester, some people get stressed because they "don't get it." It takes time to understand how all the course materials go together.
Be sure to start with the Shake Em Up CourseQuest at http://eduscapes.com/earth/course/courseguide.html
To see sample projects on the project descriptions or go to http://eduscapes.com/earth/course/shake.html
Read through the CourseQuest carefully. It ties all the materials together and provides the process activities and the products for the course. Oncourse is simply used as a place to share ideas (cohort groups) and share activities (Tremor forums).
YOUTH MEDIA AWARDS AT ALA
For many school librarians, the Youth Media Awards announcements are the highlight of the ALA Midwinter Meeting. This is the event where this year’s Newbery, Caldecott and Printz winners and honor books are designated, and other awards given. http://www.ala.org/ala/newspresscenter/news/pressreleases2009/december2009/ymacalendar_pio.cfm
There are a number of ways to get the news, which will be announced in Boston on Monday, January 18 at 7:45 a.m. EST. You can watch the action LIVE via the web, but there are a limited number of spots available for the webcast, filled on a first-come, first-seated basis. The awards webcast will be archived afterwards. To learn about the webcast go to http://alawebcast.unikron.com/
There a number of social media mechanisms that will be spreading the Youth Media Award winners, too. There’s a Twitter feed ( http://twitter.com/ALAyma ) dedicated to the awards. Remember you can read tweets from an open feed like this one even if you aren’t a Twitter user. If you are a Twitter user, you might want to enable SMS messaging for that account to have the winner delivered in real-time to your cell phone.
The winners will also be announced via Facebook ( http://www.facebook.com/alayma ), and ALA Island in Second Life will host the Youth Media Awards for in-world viewing later in the day on the ALA Island at the Main Stage ( http://slurl.com/secondlife/ALA%20Island/128/107/29/ )
FINAL NOTE
You don't have time to procrastinate. My regular class email messages will either be very encouraging or very annoying. Hopefully they'll help you "de-stress" and stay on target. If you stay focused, you'll learn a lot. Be sure to have fun along the way!
Class Update: Let's Go!
Welcome to the first day of class (Monday January 11)!
Classes are beginning, so it's time to get started.
THE CALENDAR AND DUE DATES
Be sure to check the Course Calendar to see what's due in terms of readings and assignments.
http://www.eduscapes.com/earth/course/calendar.html
If you run into trouble with the due dates, just email me (ahead of time) a quick note along with a juicy excuse (any excuse will do). I'll give you 2 extra days without penalty. The only FIRM DEADLINE is the last week of classes.
READINGS
At first, people are overwhelmed by all of the readings and links. You don't need to read everything... it's not possible. Instead use the icons and directions for guidance. Notice that it will tell you to explore, skim, or read the pages.
An EYE icon is used to identify essential readings. For more information on this idea of what to read versus what to skim, go to the bottom of the Requirements page - http://eduscapes.com/earth/course/require.html#7
Remember, there is a textbook for this course - Building Treehouses for Learning, 4th Edition.
Keep in mind that the course reading assignments can be found in two places: the course calendar and the CourseQuest pages.
We'll start with exploring the wealth of electronic materials available for children and young adults. I just updated all of the pages, but you may still run into a few bad links. I try to keep them up-to-date, but I don't have control over the content of the external links you'll be exploring.
Here are your first set of readings that will be useful in addressing your first assignments. Read these as you work on your Tremor 1 assignment this week.
Treehouse book: Introduction, Chpts 1, 2
Read Electronic Materials - http://eduscapes.com/earth/introduction/index.html
Read Portals, Search Tools, and Starting Points - http://eduscapes.com/earth/informational/portals1.html
Read Educational Portals & Starting Points - http://eduscapes.com/tap/topic21.htm
Read Library Portals for Kids - http://eduscapes.com/earth/informational/libportal1.html
Read Library Portals - http://eduscapes.com/earth/informational/libportal.html
Read Search Tools for Kids - http://eduscapes.com/tap/topic33.htm
DUE
The Introduce Yourself activity is due as soon as you get into the system. In the Introduction Yourself activity, I asked you to explore portals. This Portal Activity is meant as an ice-breaker to help you get to know the other members of the class. If you forgot this part, you can go back and add it. Don't stress about this, I will not be grading this activity. It's okay if you need an extra day.
Your Tremor 1 posting is due Tuesday January 19.
These assignments are posted in the FORUM area in Oncourse.
Remember, you have just a couple days after the due date to post a reply. Please don't wait until the last minute, or you'll miss out on the fun of the discussion. Be sure to check back a couple times because someone might post a question for you or you might find that you can provide assistance for a classmate.
TREMOR 1
Remember, you DO NOT need to do ALL of the options listed under Tremor 1. Just choose ONE of the options. Also, it's okay to reply in a different tremor than your posting. You can post as many replies as you wish, but be sure at least one is an IN-DEPTH reply.
Class Update: Get Set!
Classes start on Monday, so you can really get started any time. From now on, my emails will generally provide an overview of the required readings and assignments as well as suggestions and tips. Although I know these emails can get long, please read them. They will really help direct your activities for the next few days. If you don't "get it" after reading these descriptions and exploring the materials, please email me. I'm happy to answer your questions!
I'll be sending out e-mail messages regularly throughout the semester. Once class gets rolling, I'll try to keep them short. Remember, they're on the class email archives page which is also the class start-up page in Oncourse.
COURSEQUEST
A CourseQuest will be used to guide you through the course. All of the course readings, discussions, and projects will be completed within the context of a CourseQuest using the "Shake Em Up" earthquake theme. Be sure to read through the Introduction, Task, and Process pages to get an overview of the course. The Process page contains the Tremor Topics that contain the course readings and activities.
http://eduscapes.com/earth/course/courseguide.html
DISCUSSION AREA - INTRODUCE YOURSELF ASSIGNMENT
Your first assignment is to enter Oncourse. Update your Oncourse Profile. Consider adding a photograph of yourself.
Also, go to the FORUM section and find the Introduce Yourself discussion under the GENERAL DISCUSSION. In addition to a personal introduction, the assignment also asks you to share some of your favorite portals and website starting points. A complete description of this assignment can be found on the Course Requirement page at http://eduscapes.com/earth/course/require.html#introduce
You'll also note that the FORUM area contains a list of COHORT groups. These are areas where you'll be getting to know each other and sharing your 4 class projects. It's okay to switch cohort groups during the semester.
TREMOR ASSIGNMENTS
As you move through the Course Guide, you'll notice the Tremor activities. You're free to post these activities in Oncourse whenever you wish. It's a good idea to get ahead in case you get busy in other courses or at work! Generally you have 3-4 choices for posting your activity. You ONLY need to complete ONE of these assignments for EACH Tremor. Look for the matching Tremor activity in the FORUM area of Oncourse such as Tremor 1.1. You'll also need to respond to another student's posting for each activity. You do not need to reply in the same Tremor in which you posted. For example, you might post your assignment in Tremor 1.1, but you might reply in Tremor 1.3.
Don't worry if you don't have experience as a teacher or librarian. Do your best making use of the readings and your life experiences to address the Tremors.
Your POSTING for the Tremor 1 assignment is due on Tuesday January 19.
Your Tremor 1 reply is due Monday January 25.
Tremor 1: Electronic Materials - http://eduscapes.com/earth/course/process.html#1
Next, you will be working on:
Work on Tremor 2: Pathfinders (due Monday January 25) - http://eduscapes.com/earth/course/process.html#2
FONTS
If the fonts are too small to read in the the course materials or Oncourse, remember that you can enlarge the font in your browser.
In Firefox, go to the View menu and choose Text. In Explorer, choose Page and Zoom.
EMAIL UPDATES
The periodic emails will keep you up-to-date on things you should be doing for class and due dates. I'll also throw in some personal stuff to keep it interesting. I lead a pretty unique, strange, and interesting life. Feel free to share your life with me too. It makes some students feel more "connected".
I've already sent out a couple preliminary class email. Let me know if you missed it. Or, check out the class email archives at http://eduscapes.com/earth/course/archives.html
You can use my personal email for class interactions or Oncourse. My personal email is on almost "24/7" so I'll usually get back to you immediately.
If you need me right away, your best bet is email. I check it throughout the day. Or, if you'd rather chat, "friend" me in Facebook and use the IM. In the past I used many of the IM services, but I use Facebook the most. If you're a Second Life user, I'm Annette Olmstead.
NO SYNCHRONOUS MEETINGS
There are no required face-to-face or scheduled chat sessions for this course. Many students enjoy taking an online course because they don't have to be in a particular place at a particular time. HOWEVER, this means that you're responsible for making your own personal schedule in order to meet the course requirements on time. Some people find that this the most difficult part of the course. You need self-discipline to be successful in distance learning.
YOUR JOB IN THIS COURSE
You have three jobs:
1 - Follow the course calendar and complete your assignments on time. As a matter of fact, getting things in early is a good idea. For example, you'll often have multiple assignments due on the same day. Rather than waiting until the last minute, start a couple weeks early. For example, you might set your own schedule and complete one assignment per week.
2 - Let me know if you run into trouble. Don't fret and worry about your problem. Instead, email me and let's discuss it. If you're not sure about a topic for an assignment or have trouble with a due date, just let me know. I'm flexible and happy to help.
3 - Have fun. Learning is about opening a new world of information, skills, and understandings. Many assignments encourage you to explore resources and brainstorm ideas. Don't think of the class discussions as painful homework. Think of them as a chance to interact with your colleagues about issues and ideas important to our profession.
MY JOB
My job is to help you successfully complete this course and expand your skills in electronic materials for children and young adults. I "live" on the Internet, so I'm happy to hold personal email discussions whenever you feel the need to talk. Feel free to email any time. I'll get back to you ASAP.
FINAL NOTE
Keep in mind that if you were taking this course face-to-face you'd be driving to class, plus your out-of-class readings and activities. You should be spending 3 "class hours" plus 3 hours for every hour of course credit... that means at least 12 hours per week devoted to this course in the regular year or double that in the summer!
This course has no driving, no parking, and no lectures! Just remember those three things as you wade through the reading and assignments. :-)
Class Update: Get Ready!
It's time to start thinking about e-class. Classes start in another week.
After a couple of preliminary messages to "round-up" the class and get rolling, we're nearly ready to start. I think we're going to have an exciting semester! I'll send another email in a couple days to review your first assignments.
Each of you comes to the course with a unique set of experiences. As you move through the course materials, be sure to email me if you find yourself lost or confused. It's my pleasure (as well as my job) to help. :-)
Sometimes it's hard to get a handle on "the course" in a virtual environment. The following materials will provide an overview to the framework for the course.
ONCOURSE
We use the university's Oncourse system to share ideas and post assignments. Go to http://oncourse.iu.edu, choose the login and enter your network username and password to enter the system. Then, choose this course.
I want to review some basics detail where to find things in Oncourse:
1) The SYLLABUS links to all of the course materials.
2) The ROSTER shows the class list. You may wish to include a personal profile and photo so we can learn a little more about you.
3) The GRADEBOOK is a place where you can track your progress. If you lose a point, I'll provide a comment indicating the problem.
4) The FORUMS area contains forums for posting general information and class introductions. We'll also use this area for our postings and discussions. This is where you'll share your projects with peers in your interest area. I've created separate areas so the discussion area doesn't get so full.
5) The MESSAGES area contains a place to send and receive mail messages. You might want to check the settings. You can have these messages sent to your personal email if you wish.
6) The CHAT area can be used by anyone who would like to share in "real time" with anyone in the class. There are no required course chats.
COURSE MATERIALS
Here's a list of some of the most important course resources and links. It's also available under the Syllabus section in Oncourse. Oncourse can be SLOW much of the time. My suggestion is to open the course readings directly from your web browser. Only go to Oncourse when you want to interact with the forums.
Use the following links to complete the course requirements.
The Course Website. This page contains many online materials for the course. The course has both onsite and offsite reading assignments. Notice the link to the course materials on the left side of the screen.
http://eduscapes.com/earth/
Course Materials. This section of the website takes you to all the course materials. A list of the materials can be found in the navigation bar on the left side of the screen.
http://eduscapes.com/earth/course/index.html
Syllabus. This page provides the course syllabus including the course materials, goals, requirements, grading policy, and special needs information.
http://eduscapes.com/earth/course/syllabus.html
Calendar. This page provides the course calendar including the assignments and due pages. Notice that the calendar has three columns. The first column provides dates. The second column discusses the things you should be doing such as things to work on and read. The third column states the projects that are due.
http://eduscapes.com/earth/course/calendar.html
Requirements. This page highlights the course assignments and activities.
http://eduscapes.com/earth/course/require.html
Course Checklist. Contains a checklist of requirements.
http://eduscapes.com/earth/course/checklist.html
Email Archives. This page contains the archives of the course announcements and email updates.
http://eduscapes.com/earth/course/archives.html
CourseQuest. This online environment will guide you through the course and present you with the process and products required including the four project requirements.
http://eduscapes.com/earth/course/courseguide.html
LET'S START
soo... what now? If I were you, I'd read the syllabus and requirement pages first.
The requirement page contains information about a few introductory activities you need to complete. These activities will be posted in Oncourse. Then, print out the course checklist. Next, I'd go to the CourseQuest to get a feel for how the course materials are organized.
Finally, take a deep breath and relax. Once you get a handle on the materials, you can start rolling!
Check the Calendar and you'll notice that the first assignment is to go to Oncourse and Introduce Yourself.
ONCOURSE FORUMS
The Cohort Group Activities and "Tremor" Discussions will be shared using ONCOURSE forums. It will take a little while to get used to the system. Don't worry if you goof up. If you make a small posting error (i.e., typo gOofs are are are are commmon), everyone will just try and ignore it. If you make a bigger error, email me. I can delete the message, and you can repost it. Or, just say you goofed and go from there. There is will be lots of misplaced stuff. Don't worry about it. I also provided a PRACTICE posting area where you can practice making postings to try it out. Free free to goof around with it all you like.
INSTRUCTOR INTRODUCTION
In the past, I've been a school library media specialist, computer teacher, and college professor in Iowa, Ohio, and Indiana. I know that we have a wide variety of students in this course. Some have teaching experience and/or library experience, while others are new to the library and/or education field. I look forward to learning more about you!
I love teaching online courses and exploring the world around us. I'm a new kind of professor. I teach full-time at IUPUI, but I don't live in Indiana. We live all over North America, traveling in our motorhome. We're currently in southern Utah where we just finished building a home that we can use as a "home base" for RVing. We've been missing our bookshelves. Don't worry about trying to find me, I'm online, all-day, everyday, most days.
In the past, I included photos in my email updates, but some people had trouble downloading them. As a result, I'll just include a link to my website with fun personal and professional updates. I try to keep it up to date. If you want to keep up with our adventures or learn more about me, check out http://www.eduscapes.com/lamb/
Or, friend me on Facebook.
I look forward to having you in e-class. Be sure to email me if you have questions. I'm online all the time, so I can normally get right back to you with an answer.
FINAL NOTE
Some of you may need lots of support during the semester. However, many of you will be very independent. I'll regular updates. But as long as I see you posting things on the forums, I won't bug you individually.
Please let me know if you have questions or concerns. Unlike a face-to-face class where I can see the concern in your eyes, in an online class it's up to you to take the initiative. I'm always here for you by email. If you need to hear my voice, I can even send an audio or video recording! Or, we can set up a time to talk on the phone.
Once you get a chance to look at the course materials, I'll send another email clarifying common questions and reviewing the course requirements. Your first assignment is simply to introduce yourself in Oncourse. Be sure to read the directions for this in the Course Requirements page or in the Oncourse posting area.
If you have trouble accessing Oncourse, let me know ASAP so we can solve the problem.
I look forward to having you in e-class. Be sure to email me if you have questions. I'm online all the time, so I can normally get right back to you with an answer.
Class Update: Preliminary Message
Welcome to Electronic Materials for Children and Young Adults!
I thought I'd send a quick overview of the course for people who would like a little head start. In particular, you might want to order the book so it's ready when class starts Monday January 11.
EMAIL CONNECTION
Although I've already been in contact with most of you, I haven't gotten email from a few of you. If you haven't emailed me with the email address you'd like to use for this course, please reply to this email. Thanks! :-)
I'll be sending a few emails over the next couple weeks before classes get started with some preliminary course materials.
Here's some course information that will get you started.
NO MEETINGS
There are NO required face-to-face or virtual meetings. However we'll all get started working together online as a class around Monday January 11. :-)
ONCOURSE DISCUSSIONS
We'll be using the the Oncourse system for class discussions and posting class projects. You'll need an IU or IUPUI account to access the Oncourse materials for class discussions at http://oncourse.iu.edu/
The Oncourse and online course materials are ready for anyone who wants to get started early.
COURSE UPDATES
In addition to using Oncourse, I like to keep in touch by email. I'll be sending email updates regularly. If you'd prefer to receive them at a different email address, please let me know.
THE COURSE TEXTBOOK
There is a required text for the course. Although it will probably be more useful for the School Library people than the Public Library people, it provides a nice overview to all the technologies available for children and young adults regardless of setting.
Required Textbook
Lamb, Annette (2006). Building Treehouses for Learning: Technology in Today's Classrooms. 4th Edition. Emporia, Kansas: Vision to Action. ISBN 1-891917-08-0
Be sure you order FOURTH Edition.
Options for Purchasing the Textbook
1. Bookstore - If you live in the Indianapolis area, textbook is available at the IUPUI On-Campus bookstore.
2. Email - Order the book directly through the publisher. Email is quickest way. Include your name, address, and phone number in an email to nanbilsmith@gmail.com
Cost is $45.99. When she receives your check, money order, cashiers check, or PO, she will send the book.
3. If you wish to use Paypal or order online you can order the book through the website and it will be sent out by Nancy. Go to http://eduscapes.com/v2a/ or http://eduscapes.com/v2a/tree.html
5. Order online from Amazon.com
http://www.amazon.com/Building-Treehouses-Learning-Technology-Classroom/dp/1891917080/
COURSE INSTRUCTOR
I love teaching online courses and exploring the world around us. If you'd like to learn more about me, go to http://eduscapes.com/lamb
THE COURSE
If you're feeling excited, frustrated, confused, anxious, enthusiastic, happy, or any other emotion about this course, you're normal. Online courses are a great alternative to traditional, face-to-face courses, but it takes a little time to get comfortable.
If you have questions, be sure to e-ask (as in email me). About a third of the students in the class have taken one of our other online courses... they survived to take another one... that's a great sign. ;-)
I'll be sending another update in a few days, so I'll e-see you again soon!