I have learned so much in this class. I need to keep taking classes so that I always learn as much.
I have uploaded my final paper and I am about to upload my "script" for the conference proposal.
Here is the link to my edcanvas presentation: http://edcvs.co/15dJiC3
And I used the html code to embed the presentation here (and I feel very clever for doing so):
Sunday, August 4, 2013
Saturday, July 27, 2013
AASL's Best Website for Teaching and Learning 2013
This was a great list! I loved the core standards that were given under each heading. I only have experience with - or had heard of - 2 of the sites: Pinterest and easel.ly. (And I know about easelly only because of this class.) I loved playing with the sites but it did bring home - again - just how hard it is to keep up with everything.
There were so many websites that I wanted to look at, but the three I chose to write about are:
Smore - https://www.smore.com/app
Smore is a site where you can create flyers. I really liked this site because it brought up so many ideas for use in the library or for a class. It is so easy it could be used in elementary or middle school. Even with just the free account, you could have students make flyers to advertise books they've read (sort of like a visual book talk), advertise library events (they would be more invested in an event they created advertising for), or use the flyer to present research (for example, the student could make a flyer as a wanted poster to catch someone like Paul Revere, thereby giving information they've learned). They could make flyers to advertise a fictional event in a book....the possibilities are countless. And it would give the students hands-on practice working with technology and maybe uploading pictures.
Edcanvas - http://www.edcanvas.com/lessons
This website was not only on ALA's best websites of 2013 list, but it was also one of the websites we are taking a look at this week. I love Edcanvas and I immediately watched several how-to videos on youtube. I think I am going to use Edcanvas for my final project (the AASL conference presentation.) With Edcanvas, you can use the blocks to embed websites, powerpointpresentation, documents, images..and you can do all of this without ever leaving the Edcanvas page with your canvas on it. When you present, the websites or videos you put in a block open up right in your presentation. Edcanvas can be used for tons of things - students can use it present information, teachers can make lessons on a canvas and include all the facets of the lesson, the canvas can be shared with students who weren't in class so they can learn the information on their own. You can do assessments, like quizzes, with Edcanvas, too. I hope by using this for the presentation project that I can learn a lot more about what it can do.
Workflowy - https://workflowy.com/
I can only pick three of these sites to write about, and the one that really started working for me immediately was Workflowy. I am already using it - and it was easy and fast to learn. The description on ALA's site was enough to make me check this site out because I make lists constantly. I write down things I have to do on the back of my hand if paper isn't handy. I have lists in my purse and on my table and by my computer. I love the idea of making perpetual lists and they all show up in one place -- no more losing lists. And it would really help with organization.
You could use this in a class for students to plan collaborative projects - you can put a person's name by something like this @Carla and they can click on their name and see what they are responsible for in the breakdown of the project. Because you can open access to the list to anyone, groups could use this tool to demonstrate the organization of a collaborative project. An individual student could use it for the same purpose. It would be a great "effective study habits" tool to teach students - they could learn overall organization. Workflowy would be a very fast way to write up an outline for a paper.
Too bad I can't take Workflowy to the grocery store with me like I can my hand.
Padlet - http://padlet.com/
I am only supposed to write about three sites from the list, but I really liked this site, too. It is a "blank wall" you can put anything on. And you can save your wall and other people can put things on there. I was amazed that I could take pictures instantly with the webcam to put on the wall. So many possibilities -- one teaching application I saw was a "word of the day" wall. The word was "fascinate" and every student posted a sentence using the word on the wall. The teacher went back and overlapped some of the posts - to say that the word was used incorrectly or there was another misspelled word in the sentence or the word was used as the wrong part of speech. Of course, this would have lots of educational applications - I saw other walls that were timelines or information on a particular topic, for example.
There were so many websites that I wanted to look at, but the three I chose to write about are:
Smore - https://www.smore.com/app
Smore is a site where you can create flyers. I really liked this site because it brought up so many ideas for use in the library or for a class. It is so easy it could be used in elementary or middle school. Even with just the free account, you could have students make flyers to advertise books they've read (sort of like a visual book talk), advertise library events (they would be more invested in an event they created advertising for), or use the flyer to present research (for example, the student could make a flyer as a wanted poster to catch someone like Paul Revere, thereby giving information they've learned). They could make flyers to advertise a fictional event in a book....the possibilities are countless. And it would give the students hands-on practice working with technology and maybe uploading pictures.
Edcanvas - http://www.edcanvas.com/lessons
This website was not only on ALA's best websites of 2013 list, but it was also one of the websites we are taking a look at this week. I love Edcanvas and I immediately watched several how-to videos on youtube. I think I am going to use Edcanvas for my final project (the AASL conference presentation.) With Edcanvas, you can use the blocks to embed websites, powerpointpresentation, documents, images..and you can do all of this without ever leaving the Edcanvas page with your canvas on it. When you present, the websites or videos you put in a block open up right in your presentation. Edcanvas can be used for tons of things - students can use it present information, teachers can make lessons on a canvas and include all the facets of the lesson, the canvas can be shared with students who weren't in class so they can learn the information on their own. You can do assessments, like quizzes, with Edcanvas, too. I hope by using this for the presentation project that I can learn a lot more about what it can do.
Workflowy - https://workflowy.com/
I can only pick three of these sites to write about, and the one that really started working for me immediately was Workflowy. I am already using it - and it was easy and fast to learn. The description on ALA's site was enough to make me check this site out because I make lists constantly. I write down things I have to do on the back of my hand if paper isn't handy. I have lists in my purse and on my table and by my computer. I love the idea of making perpetual lists and they all show up in one place -- no more losing lists. And it would really help with organization.
You could use this in a class for students to plan collaborative projects - you can put a person's name by something like this @Carla and they can click on their name and see what they are responsible for in the breakdown of the project. Because you can open access to the list to anyone, groups could use this tool to demonstrate the organization of a collaborative project. An individual student could use it for the same purpose. It would be a great "effective study habits" tool to teach students - they could learn overall organization. Workflowy would be a very fast way to write up an outline for a paper.
Too bad I can't take Workflowy to the grocery store with me like I can my hand.
Padlet - http://padlet.com/
I am only supposed to write about three sites from the list, but I really liked this site, too. It is a "blank wall" you can put anything on. And you can save your wall and other people can put things on there. I was amazed that I could take pictures instantly with the webcam to put on the wall. So many possibilities -- one teaching application I saw was a "word of the day" wall. The word was "fascinate" and every student posted a sentence using the word on the wall. The teacher went back and overlapped some of the posts - to say that the word was used incorrectly or there was another misspelled word in the sentence or the word was used as the wrong part of speech. Of course, this would have lots of educational applications - I saw other walls that were timelines or information on a particular topic, for example.
Sunday, July 21, 2013
QR Codes & Augmented Reality (wk of July 14)
I loved learning about QR codes and Aurasma this week. I do remember using the iPad to hear an audio message when the camera was held over a magazine cover in Norfolk. The audio message was not really loud enough for me to hear it all, but the idea was awesome. The articles on QR codes gave tons of ideas on how QR codes would be used in the library. I liked the "library tour" idea, where you could have little groups use an iPad or other device to scan codes around the library and do their own interactive tour. The QR Codes could be linked to just audio or to videos about the library resources.
QR codes seem easier for me to grasp at this point. I think putting QR codes all over the books so that students/faculty could scan the codes and get links to book reviews and trailers and websites was a great idea. With Aurasma, the effects can look like magic (the TED talk was phenomenal with all of the demonstrations. It seriously looked like the images came to life.) but I have a harder time getting how you get the information "Hold a camera over this" to the patrons. They have to subscribe to a channel, for one thing. With QR Codes, the code is self-explanatory. Everyone who sees the code knows they can scan it for more information. One idea given for using Aurasma in the library was to have the circulation be the trigger for a "how to" video on checking out books. But how would you get the instructions across about what angle the circ desk had to be viewed through the camera? Would you have to mark the floor and have written instructions that say, "Stand here"?
Most of the QR codes I looked at on other blogs went to a link. Is there a way to make the phone open up to the actual site and not just give the link?
I figured out how to embed a QR code with blogger in a split second...I hit the "html" button beside "Compose" and just cut and pasted the html code on that page. When I clicked on "compose" again, the QR code was here. I love it when things fall together so quickly. Here is my QR code with an embedded message:
The message showed up right on my phone. I didn't have to connect to a link.
A voice QR using QR voice:
http://my.qrvoice.net/18xcW7E
I don't see how I can record my own voice at qrvoice.net but I liked being able to type what I wanted ....you can avoid "um...um" that way. When I hit the help button, it looks like there is supposed to be a little microphone picture in the bar where you type the letters, but my bar didn't have one.
Here is the same message in Arabic:
In order to hear the messages, my phone shows the link and then I have to hit "Go Online". It would be better if there was a way for the phone just to say the message without the extra step.
QR codes seem easier for me to grasp at this point. I think putting QR codes all over the books so that students/faculty could scan the codes and get links to book reviews and trailers and websites was a great idea. With Aurasma, the effects can look like magic (the TED talk was phenomenal with all of the demonstrations. It seriously looked like the images came to life.) but I have a harder time getting how you get the information "Hold a camera over this" to the patrons. They have to subscribe to a channel, for one thing. With QR Codes, the code is self-explanatory. Everyone who sees the code knows they can scan it for more information. One idea given for using Aurasma in the library was to have the circulation be the trigger for a "how to" video on checking out books. But how would you get the instructions across about what angle the circ desk had to be viewed through the camera? Would you have to mark the floor and have written instructions that say, "Stand here"?
Most of the QR codes I looked at on other blogs went to a link. Is there a way to make the phone open up to the actual site and not just give the link?
I figured out how to embed a QR code with blogger in a split second...I hit the "html" button beside "Compose" and just cut and pasted the html code on that page. When I clicked on "compose" again, the QR code was here. I love it when things fall together so quickly. Here is my QR code with an embedded message:
The message showed up right on my phone. I didn't have to connect to a link.
A voice QR using QR voice:
http://my.qrvoice.net/18xcW7E
I don't see how I can record my own voice at qrvoice.net but I liked being able to type what I wanted ....you can avoid "um...um" that way. When I hit the help button, it looks like there is supposed to be a little microphone picture in the bar where you type the letters, but my bar didn't have one.
Here is the same message in Arabic:
In order to hear the messages, my phone shows the link and then I have to hit "Go Online". It would be better if there was a way for the phone just to say the message without the extra step.
Sunday, July 14, 2013
Facebook Frenzy
Out of all the tools we looked at this week - wikis and blogs and websites and Twitter and Facebook - I am going to write about Facebook because it is the tool that I understand the least, especially as an instructional or education tool. I have a Facebook account but I rarely go to check it. If anyone does try to contact me via Facebook, I get a notice in my email, and I will go check the message then. Many companies and organizations beg all over the internet for people to "Like us on Facebook!" but I am sort of confused about why. From the note on the folder in Modules, it looks like "liking an organization" is roughly equivalent to "friending" someone. Some companies will even offer incentives (like coupons) so that you will "like" them. I taught at a private high school for 11 years and Facebook was a "no-no" site for teachers and students alike, yet the school ended up making a Facebook page. I didn't take the time to study it, so I'm not sure if the page was a success in any way.
Facebook enables the account holder to make comments or announcements, show pictures, and leave comments on other people's posts or pictures. I have heard that people "break up" relationships by taking a statement off of their Facebook pages, i.e. "Relationship Status: Single" where it said, "In a relationship with ****" before. I think people actually know their relationship is over by this method. Facebook also spawns games, a very popular one being "Farmville". I was invited repeatedly (to the point of insanity) to get acreage, plants crops, accept virtual baskets of produce and adopt virtual stray pets and so on. Realizing this was a massive time-sink for many people, I chose not to even go looking into what it was.
I watched a new young male teacher get fired from his first teaching job, because his middle school students found his Facebook account. He either accepted them as "friends" so they could see everything on his Facebook account or his account was just open to the public. The students found, and talked about, pictures he had posted from the year before that showed him at parties - drinking alcohol and whatnot. That demonstrates a major "con" about Facebook - you have to pick one audience and only post things acceptable for that audience. You can't post pictures of your kinky social life to impress your friends and ex-significant other and think that your parents, your employer, and your studetns won't see it also.
A previous co-worker of mine is now a librarian at an American school in Kuala Lampur. Before this gig, she and her family had moved to China. I can lose hours looking at the fantastic pictures she posts - wading in water with elephants, climbing spectacular Asian mountains, even seeing plates of food prepared by the "nanny" she had complimentary her first year in China. I soon began to notice that all of her pictures had a similar theme....just how happy she is. Every picture was fantastic. Every picture showed her grinning from ear to ear. Every caption exlaimed, "So Happy!!" I also noticed that her husband was suspiciously absent from the pictures after a certain time so I wrote to her and found out that he was still in China living with his Chinese girlfriend. So why the happy, happy pictures? Is she trying to prove something to him? To herself? Is it just her personality to only show the world the upside of her life?
Pictures are huge in Facebook. I was invited to a Christmas party by the parents of a student and as the parent had worked at the school and was a previous co-worker and many students (my library assistants) were there, I felt obligated to go. During the course of the evening, I noticed that the students were constantly taking pictures - of themselves - with their cell phones. They were almost so busy with the pictures that they wanted to post to prove how much fun they were having, that they weren't really participating in a party at all. They had perfected the art of holding their cell phones out at arm's length, posing without shame that people looked on, and snapping pictures of themselves "in the action."
To be honest, maybe it is this aspect of Facebook that leaves me an outsider to it all. I am not photogenic and I have always hated pictures of myself. Where does that leave me in a Facebook world? I can take pictures of many other things and post them, but not having an ever-changing profile picture for my "friends" to view and possibly poke fun at is a stigma of sorts. (And I know about the "poking fun" - how many pictures of friends and relatives on Facebook have I discussed with other people...."Did you even SEE the picture she put on there???" But you don't have to abstain from posting pictures of yourself to be free of the picture posting problem....other people are taking pictures of you and they are posting them on Facebook. And they can tag the picture with your name and the picture will show up on your account whether you like it or not. Sure, you can untag it, but how many people will have seen it and saved it or printed it in the meantime?
By the way, I remember that I went to a bachelorette party when I was in my 20's. The events that happened there should be buried deep in history, but I found out later ...from my sister who heard from her friend who had a friend that attended the party, that there were some hair-raising pictures of this sedate, responsible librarian in existence. I realized then that I would probably never want to chance going into politics, but now, thanks to Facebook, these pictures could be scanned in and tagged...I can just see the captions: "Miss Tapp is WILD!" ...I am not going to get more specific than that except to say that I learned the consequences of "jello shooters" mixed with ....certain performers. And I have no clue who has these pictures or if more than one person was taking pictures that night. And these powder kegs could explode under me any minute.
The young people of today are so busy trying to create just such pictures to post that they don't realize how it could affect them later when they want to pretend they didn't do that sort of thing. And, truthfully, you don't have to really do that sort of thing to get sucker-punched by Facebook. I was looking at a "student friend's" facebook pictures of the prom and saw a picture of a very nice high school girl dancing. She'd been caught with a strange look on her face and the caption read, "Anna's O face." The student in the picture wrote a comment saying how embarrassing it was and that they should take the pictures off....but the school community had already seen it and there would be no forgetting it. I hope her parents didn't peruse her Facebook account and see that. For her sake or theirs, I'm not sure.
The last Facebook "con" I will discuss is the feature(s) that posts your likes and dislikes and activities to your account for all of your "friends" to see. (I'm assuming the account is only shared with "friends".) If you aren't diligent, many of the sites you look at will zing over to your Facebook account and post for you that you were looking at that site. I gave my sister my Facebook password so that she could look at people's accounts without making one of her own. (Is this "stalking"?) When I would log in to Facebook, I started seeing some seriously troubling things....that I had watched a video of two high school girls in a fist fight for one. I called my sister and asked what the heck that was about. Apparently, this video showed up on her someone else's account and she clicked on it to watch it to see what he had been looking at. And it showed up on my account as "CARLA TAPP WATCHED THIS VIDEO." I was working in a high school at the time.....what possible spin could you put on that under the circumstances?? I was horrified and immediately changed my password. My sister had to make her own account to continue her Facebook shenanigans. Eventually, she and I started speaking again.
Although the potential horrors of Facebook weigh heavily on me, I enjoyed looking at the school library Facebook pages in this weeks Modules folder. In addition to my "personal Facebook page", I also had a Facebook page for my high school library. I didn't with the elementary library because I didn't think the students were doing Facebook, especially the much younger grades. It may have been a way to get information to parents, though. That is the biggest advantage to having a Facebook page for your library or organization or club - you have an instantaneous large audience who will most likely at least glance at your posts. And this audience (students AND adults) will be on their Facebook accounts for hours a day.
The Facebook page for the Unquiet Library had links to book trailers and posts about articles and videos about historical events, library related trivia, and their school related information (like the untimely death of a previous student). The librarian was able to showcase her bulletin board designs and show many pictures of what a busy and beautiful place her library is. Her page had 738 "likes", so I'm assuming these are all people who will see posts that she makes to the account. She has used Facebook to promote her library and to advertise special events. I think that many of the articles to historical facts and events could be curriculum related. If the Librarian colloborates with a teacher, they could post interesting, relevant links on the Facebook page for the students and the teacher to see.
The New Providence Elementary Library Facebook page was used in a similar manner. I looked at the photos to make sure that the "never post a child's face" rule was being adhered to...and it was. Most of the pictures were book covers and I noticed a picture of the book fair sign to advertise the book fair and pictures of adults, like teachers or an author visit. I especially liked the post about viewing Harry Potter's world on Google Maps. I didn't know about that. This Facebook page also had entries with hash tags, such as 7/5 #bookaday #summerreading #summerthrowdown . I tried clicking on one but I'm not sure what this is about. Are these Twitter related?
I couldn't open the Wagenheim Middle School Library Facebook page...but while I was looking for middle school Facebook pages, I saw that there is a page for James Patterson's book, Middle School: the worst years of my life. This page has 7,264 likes and tons of comments. I can't seem to figure out who is the administrator of the site, though. This is a good use of Facebook for library purposes. In fact, it would be a good instructional use of Facebook to create a page for a particular assignment or project. It is easy to comment on posts and updates to the assignment could be added by the teacher and the librarian. (The librarian could add information about relevant research tools and post links to sites like easybib.com or knightcite.)
The Luna Middle School library in San Antonio, TX has a Facebook page: https://www.facebook.com/#!/pages/Luna-Middle-School-Library/106593609433213 . There are lots of video book trailers embedded in the posts. This, along with pictures and comments from other school members who have read a book, would be a very effective tool to promote reading. Promoting or "book talking" books required in curriculum class would both promote reading and be supporting the curriculum.
I can see the value of Facebook pages to promote your school library. Some of the other social media outlets, like having a blog or webpage, might seem on the surface to have better ways to promote the school's curriculum and collaborate with teachers, but Facebook has those capabilities if you look beyond the social features. As I said before, a page for a particular project can be created easily and with Facebook you know you will have access to a huge audience - way more than you can expect to follow your blog or check out your website and all of its links.
Facebook enables the account holder to make comments or announcements, show pictures, and leave comments on other people's posts or pictures. I have heard that people "break up" relationships by taking a statement off of their Facebook pages, i.e. "Relationship Status: Single" where it said, "In a relationship with ****" before. I think people actually know their relationship is over by this method. Facebook also spawns games, a very popular one being "Farmville". I was invited repeatedly (to the point of insanity) to get acreage, plants crops, accept virtual baskets of produce and adopt virtual stray pets and so on. Realizing this was a massive time-sink for many people, I chose not to even go looking into what it was.
I watched a new young male teacher get fired from his first teaching job, because his middle school students found his Facebook account. He either accepted them as "friends" so they could see everything on his Facebook account or his account was just open to the public. The students found, and talked about, pictures he had posted from the year before that showed him at parties - drinking alcohol and whatnot. That demonstrates a major "con" about Facebook - you have to pick one audience and only post things acceptable for that audience. You can't post pictures of your kinky social life to impress your friends and ex-significant other and think that your parents, your employer, and your studetns won't see it also.
A previous co-worker of mine is now a librarian at an American school in Kuala Lampur. Before this gig, she and her family had moved to China. I can lose hours looking at the fantastic pictures she posts - wading in water with elephants, climbing spectacular Asian mountains, even seeing plates of food prepared by the "nanny" she had complimentary her first year in China. I soon began to notice that all of her pictures had a similar theme....just how happy she is. Every picture was fantastic. Every picture showed her grinning from ear to ear. Every caption exlaimed, "So Happy!!" I also noticed that her husband was suspiciously absent from the pictures after a certain time so I wrote to her and found out that he was still in China living with his Chinese girlfriend. So why the happy, happy pictures? Is she trying to prove something to him? To herself? Is it just her personality to only show the world the upside of her life?
Pictures are huge in Facebook. I was invited to a Christmas party by the parents of a student and as the parent had worked at the school and was a previous co-worker and many students (my library assistants) were there, I felt obligated to go. During the course of the evening, I noticed that the students were constantly taking pictures - of themselves - with their cell phones. They were almost so busy with the pictures that they wanted to post to prove how much fun they were having, that they weren't really participating in a party at all. They had perfected the art of holding their cell phones out at arm's length, posing without shame that people looked on, and snapping pictures of themselves "in the action."
To be honest, maybe it is this aspect of Facebook that leaves me an outsider to it all. I am not photogenic and I have always hated pictures of myself. Where does that leave me in a Facebook world? I can take pictures of many other things and post them, but not having an ever-changing profile picture for my "friends" to view and possibly poke fun at is a stigma of sorts. (And I know about the "poking fun" - how many pictures of friends and relatives on Facebook have I discussed with other people...."Did you even SEE the picture she put on there???" But you don't have to abstain from posting pictures of yourself to be free of the picture posting problem....other people are taking pictures of you and they are posting them on Facebook. And they can tag the picture with your name and the picture will show up on your account whether you like it or not. Sure, you can untag it, but how many people will have seen it and saved it or printed it in the meantime?
By the way, I remember that I went to a bachelorette party when I was in my 20's. The events that happened there should be buried deep in history, but I found out later ...from my sister who heard from her friend who had a friend that attended the party, that there were some hair-raising pictures of this sedate, responsible librarian in existence. I realized then that I would probably never want to chance going into politics, but now, thanks to Facebook, these pictures could be scanned in and tagged...I can just see the captions: "Miss Tapp is WILD!" ...I am not going to get more specific than that except to say that I learned the consequences of "jello shooters" mixed with ....certain performers. And I have no clue who has these pictures or if more than one person was taking pictures that night. And these powder kegs could explode under me any minute.
The young people of today are so busy trying to create just such pictures to post that they don't realize how it could affect them later when they want to pretend they didn't do that sort of thing. And, truthfully, you don't have to really do that sort of thing to get sucker-punched by Facebook. I was looking at a "student friend's" facebook pictures of the prom and saw a picture of a very nice high school girl dancing. She'd been caught with a strange look on her face and the caption read, "Anna's O face." The student in the picture wrote a comment saying how embarrassing it was and that they should take the pictures off....but the school community had already seen it and there would be no forgetting it. I hope her parents didn't peruse her Facebook account and see that. For her sake or theirs, I'm not sure.
The last Facebook "con" I will discuss is the feature(s) that posts your likes and dislikes and activities to your account for all of your "friends" to see. (I'm assuming the account is only shared with "friends".) If you aren't diligent, many of the sites you look at will zing over to your Facebook account and post for you that you were looking at that site. I gave my sister my Facebook password so that she could look at people's accounts without making one of her own. (Is this "stalking"?) When I would log in to Facebook, I started seeing some seriously troubling things....that I had watched a video of two high school girls in a fist fight for one. I called my sister and asked what the heck that was about. Apparently, this video showed up on her someone else's account and she clicked on it to watch it to see what he had been looking at. And it showed up on my account as "CARLA TAPP WATCHED THIS VIDEO." I was working in a high school at the time.....what possible spin could you put on that under the circumstances?? I was horrified and immediately changed my password. My sister had to make her own account to continue her Facebook shenanigans. Eventually, she and I started speaking again.
Although the potential horrors of Facebook weigh heavily on me, I enjoyed looking at the school library Facebook pages in this weeks Modules folder. In addition to my "personal Facebook page", I also had a Facebook page for my high school library. I didn't with the elementary library because I didn't think the students were doing Facebook, especially the much younger grades. It may have been a way to get information to parents, though. That is the biggest advantage to having a Facebook page for your library or organization or club - you have an instantaneous large audience who will most likely at least glance at your posts. And this audience (students AND adults) will be on their Facebook accounts for hours a day.
The Facebook page for the Unquiet Library had links to book trailers and posts about articles and videos about historical events, library related trivia, and their school related information (like the untimely death of a previous student). The librarian was able to showcase her bulletin board designs and show many pictures of what a busy and beautiful place her library is. Her page had 738 "likes", so I'm assuming these are all people who will see posts that she makes to the account. She has used Facebook to promote her library and to advertise special events. I think that many of the articles to historical facts and events could be curriculum related. If the Librarian colloborates with a teacher, they could post interesting, relevant links on the Facebook page for the students and the teacher to see.
The New Providence Elementary Library Facebook page was used in a similar manner. I looked at the photos to make sure that the "never post a child's face" rule was being adhered to...and it was. Most of the pictures were book covers and I noticed a picture of the book fair sign to advertise the book fair and pictures of adults, like teachers or an author visit. I especially liked the post about viewing Harry Potter's world on Google Maps. I didn't know about that. This Facebook page also had entries with hash tags, such as 7/5 #bookaday #summerreading #summerthrowdown . I tried clicking on one but I'm not sure what this is about. Are these Twitter related?
I couldn't open the Wagenheim Middle School Library Facebook page...but while I was looking for middle school Facebook pages, I saw that there is a page for James Patterson's book, Middle School: the worst years of my life. This page has 7,264 likes and tons of comments. I can't seem to figure out who is the administrator of the site, though. This is a good use of Facebook for library purposes. In fact, it would be a good instructional use of Facebook to create a page for a particular assignment or project. It is easy to comment on posts and updates to the assignment could be added by the teacher and the librarian. (The librarian could add information about relevant research tools and post links to sites like easybib.com or knightcite.)
The Luna Middle School library in San Antonio, TX has a Facebook page: https://www.facebook.com/#!/pages/Luna-Middle-School-Library/106593609433213 . There are lots of video book trailers embedded in the posts. This, along with pictures and comments from other school members who have read a book, would be a very effective tool to promote reading. Promoting or "book talking" books required in curriculum class would both promote reading and be supporting the curriculum.
I can see the value of Facebook pages to promote your school library. Some of the other social media outlets, like having a blog or webpage, might seem on the surface to have better ways to promote the school's curriculum and collaborate with teachers, but Facebook has those capabilities if you look beyond the social features. As I said before, a page for a particular project can be created easily and with Facebook you know you will have access to a huge audience - way more than you can expect to follow your blog or check out your website and all of its links.
Sunday, June 30, 2013
Audio Tools sandbox
I tried vocaroo first and had to fiddle for a few minutes before I figured out how to make my laptop microphone work. This site was very easy to use.
I spent too much time playing with voki. I couldn't figure out how to "embed" the avatar so that it showed up on this blog....I had to google things like, "how to use voki with blogger" and I finally came across something that enabled me to figure it out. It makes the page take a while to load. I used the text to speech option on the second avatar I made (and subsequently ended up using) because I'm not fond of my own voice. I love that text to speech thing.
Trying to use the voki avatar as my profile photo didn't work, which led me to going to yet another avatar site and making a new avatar and using that. I play way too much.
My latest avatar.Odiogo wasn't working today. I tried to sign up but I got this message: "We do not accept new signups at this time." I filled in the "blogger" info so I could have my blog "audiofied" but it doesn't appear to be working either.
I know many school libraries use Follett and their Destiny catalog has options so that students (and teachers) can leave comments about books they've read. Audio might be a fun option for elementary students who can't type very quickly, to do mini book talks. It might even encourage all students (even high school) to be willing to leave and listen to feedback about reading.
Thursday, June 27, 2013
Norfolk visit
After finding the Education Building on Monday and seeing classmates and the professors for the first time, I met Bill and we worked together on the video project. We finished sooner than expected and it went off with very few do-overs.
On Tuesday, we worked on iPads in teams of two and looked at apps. Since I don't have an iPad or a Mac, these two days gave me great exposure to iPads. My partner was Rebecca Dalton from 678 and we got along great. We had lunch together and talked about our families and our jobs. She is an elementary school teacher who wants to teach Kindergarten and eventually be a librarian. I was an Elementary Librarian last year, and I decided I don't want to do that again - so that was fun to talk about.
I enjoyed all of the sessions. I learned a lot more about ebooks and their role in libraries from the Mackin representative and the doctoral student who talked about her elementary library at Quantico. The panel discussion about ebooks gave me a lot to think about. I had never seen Adobe Connect in action, so that was informative. I enjoyed hearing how other librarians use ebooks in their libraries, school and public. I learned about the problems that can come up - like the story about the library being sued because they loaned out ereaders that didn't read the text.
I found out what "assistive technology" means. Most of the "gadgets and gizmos" were new to me and I would love the opportunity to play around with them further. It seems that having technology that will read books aloud is a big deal, and not just for the blind. That technology is also useful for people with many other issues.
It was very interesting to put faces and names together during these two days. I was surprised initially that an "online class" would have a required campus visit, and many people had to drive a long way to get there. It took me 3 1/2 hours. But I enjoyed seeing Norfolk and the beautiful ODU campus. I feel that I finally figured out exactly how to get where I needed to go on campus...and it was time to go home.
On Tuesday, we worked on iPads in teams of two and looked at apps. Since I don't have an iPad or a Mac, these two days gave me great exposure to iPads. My partner was Rebecca Dalton from 678 and we got along great. We had lunch together and talked about our families and our jobs. She is an elementary school teacher who wants to teach Kindergarten and eventually be a librarian. I was an Elementary Librarian last year, and I decided I don't want to do that again - so that was fun to talk about.
I enjoyed all of the sessions. I learned a lot more about ebooks and their role in libraries from the Mackin representative and the doctoral student who talked about her elementary library at Quantico. The panel discussion about ebooks gave me a lot to think about. I had never seen Adobe Connect in action, so that was informative. I enjoyed hearing how other librarians use ebooks in their libraries, school and public. I learned about the problems that can come up - like the story about the library being sued because they loaned out ereaders that didn't read the text.
I found out what "assistive technology" means. Most of the "gadgets and gizmos" were new to me and I would love the opportunity to play around with them further. It seems that having technology that will read books aloud is a big deal, and not just for the blind. That technology is also useful for people with many other issues.
It was very interesting to put faces and names together during these two days. I was surprised initially that an "online class" would have a required campus visit, and many people had to drive a long way to get there. It took me 3 1/2 hours. But I enjoyed seeing Norfolk and the beautiful ODU campus. I feel that I finally figured out exactly how to get where I needed to go on campus...and it was time to go home.
Using Videolicious
Bill Fazzini and I spent two days chatting and emailing back and forth to make our storyboard and hash out ideas. I think we did a great job on campus because we were able to use the storyboard as it was, so we didn't waste any time doing the "think work" on Monday. We just got right to taking our pictures and videos.
Bill was organized and well-prepared. He had already worked on a title shot and an ending with the credits. His voice was perfect for the voice-over. I did notice that Videolicious cut off some of our pictures and videos. We were timing everything and getting in exactly what we wanted, but a little bit of the end of the videos didn't show up and I think the pictures were more cropped than I expected.
I was glad for the exposure to iPads and apps as I don't have any Apple items to play with right now. I definitely need to get an iPad and play around with it.
Here is a link to the video Bill and I created:
https://www.dropbox.com/s/g2pi
Bill was organized and well-prepared. He had already worked on a title shot and an ending with the credits. His voice was perfect for the voice-over. I did notice that Videolicious cut off some of our pictures and videos. We were timing everything and getting in exactly what we wanted, but a little bit of the end of the videos didn't show up and I think the pictures were more cropped than I expected.
I was glad for the exposure to iPads and apps as I don't have any Apple items to play with right now. I definitely need to get an iPad and play around with it.
Here is a link to the video Bill and I created:
https://www.dropbox.com/s/g2pi
Tuesday, June 18, 2013
Digital Storytelling
Of the five digital storytelling sites that I reviewed, I think I would start with yodio if I were a teacher in a high school. The others all have possibilities, as well, but right up front I like the yodio site for a high school project because it uses the most-important-of-all-devices (to students), the cell phone, to record the narratives. It is free and easy to use, and doesn't seem too cartoonish for high school students.
Domo Animate
This site can be a time-sink. It was very, very easy to use, but the options are just limitless. I spent a while just randomly making a cartoon with the gingerbread man and a cat and a bear. I spent a long time on the site but there are more embellishments I could play with - like the FX features. I lost the gingerbread man when I created an account, but then I made another "cartoon" with a ninja (only 8 seconds long). I think this site would be fascinating for middle or high school and it would be a fun way to present information on a topic or present research for a project. It might take time teaching some of the features but it would be very easy to use after that.
http://domo.goanimate.com/movie/0KSqf2GRIkgE/1
In addition to these cartoons or videos, domo.goanimate also has a slideshow feature.
The link below ("Nick") is to a 30 second Animoto "video" I made using some very hastily uploaded pictures of Nicholas. I would love to have played around with the free educator version and make longer videos, but I do not have a valid school email address right now and it wouldn't let me sign up.
Nick http://animoto.com/play/6031ufYrvhcKSBLo6nGeYA
I hope one of those links will work.
Yodio - I had not heard of "yodios" before. So, you upload a pictures....or a series of pictures...and then you call yodio on the phone and record yourself saying things. This creates a video with your voice narrating. I need to actually do one to see how the voice lines up with the pictures. The main problem here is that I absolutely hate my voice.
Storybird - I already had a storybird account from 2010. Unfortunately, my account was inactive and I could find a way to reactivate it so I had to use the "contact us" feature to try to figure out what was wrong. They wrote back and said they activated my account again and I made this "storybook":
http://storybird.com/books/gnf5ve5c88/edit/
I think this site would be best suited for elementary school, because the results look like "picture books" or "easy books".
The 50-Word Stories site is a big example of flash fiction. This could be used as examples of 50-Word stories if you wanted to make an assignment where students would write their own 50-word stories with exactly 50 words, no more and no less.
Domo AnimateThis site can be a time-sink. It was very, very easy to use, but the options are just limitless. I spent a while just randomly making a cartoon with the gingerbread man and a cat and a bear. I spent a long time on the site but there are more embellishments I could play with - like the FX features. I lost the gingerbread man when I created an account, but then I made another "cartoon" with a ninja (only 8 seconds long). I think this site would be fascinating for middle or high school and it would be a fun way to present information on a topic or present research for a project. It might take time teaching some of the features but it would be very easy to use after that.
http://domo.goanimate.com/movie/0KSqf2GRIkgE/1
In addition to these cartoons or videos, domo.goanimate also has a slideshow feature.
The link below ("Nick") is to a 30 second Animoto "video" I made using some very hastily uploaded pictures of Nicholas. I would love to have played around with the free educator version and make longer videos, but I do not have a valid school email address right now and it wouldn't let me sign up.
Nick http://animoto.com/play/6031ufYrvhcKSBLo6nGeYA
I hope one of those links will work.
Yodio - I had not heard of "yodios" before. So, you upload a pictures....or a series of pictures...and then you call yodio on the phone and record yourself saying things. This creates a video with your voice narrating. I need to actually do one to see how the voice lines up with the pictures. The main problem here is that I absolutely hate my voice.
Storybird - I already had a storybird account from 2010. Unfortunately, my account was inactive and I could find a way to reactivate it so I had to use the "contact us" feature to try to figure out what was wrong. They wrote back and said they activated my account again and I made this "storybook":
http://storybird.com/books/gnf5ve5c88/edit/
I think this site would be best suited for elementary school, because the results look like "picture books" or "easy books".
The 50-Word Stories site is a big example of flash fiction. This could be used as examples of 50-Word stories if you wanted to make an assignment where students would write their own 50-word stories with exactly 50 words, no more and no less.
Sunday, June 16, 2013
Piktochart.com
Trying to learn how to use software for the first time is not exactly fun. I like piktochart but there is a definite learning curve. I had to keep the faq open so I could figure out how to group things together, delete uploaded images, and so on. Other than having to use piktochart for the first time, I guess my main issue is that I don't have a clear idea of what to make the infographic about.
Because this infographic's purpose is to teach seventh graders how to use piktochart to make an infographic, I am sticking with the free version. In order to be relevant to seventh graders, I chose the topic of video games and thought I could do a quick infographic on the most popular ones. It has turned into a long project. I think trying to find the information while I'm designing is the first hurdle. At least these students will already have their topic and research done when they are making their infographics.
Some of the questions and problems I've run into:
1. I had to watch demos and read up before I could use piktograph. Apparently, the first version that comes up (Magic?) doesn't work on my computer, so I was trying to learn how to do something that wasn't even there. I reverted to the older version and finally got what I was supposed to see.
2. About the licenses: I used wikimedia commons to find common logos for XBox and PS3 and Nintendo and so on, but I can't find most of the game covers to show on the infographic. Do I need to find game covers with "free to use" licenses? Wouldn't the game creators be happy to have the free publicity?
3. Do you have to cite information on everything you use? I don't notice that on other infographics and posting long URL's would be breaking one of the design principles.
4. The free version of piktochart only allows five uploaded images. I blew that allowance with the game system logos, so I am left with using text alone to do the rest of it. And the graphics offered with the free version are specific to the one of five themes you chose. I chose one that was about recycling so none of those graphics are relevant.
5. There is no definite place to find "the most popular video games." There is a "top 100" list on gamesradar.com, but I discovered that most of the games listed are older than the 7th grade students. I eventually realized that I had better narrow my search to "the most popular video games of 2013" but, again, who is a credible source for this? Amazon.com and IMDb have their opinions and they are recognizable sites, so will they do?
6. The infographic needs to be minimal because the assignment is to teach 7th grade students to use piktochart via this infographic in about 20 minutes. Too many bells and whistles will take too long to demonstrate. Maybe it is faster to demonstrate how piktochart works instead of figuring it out by yourself?
7. Apparently there is no way to change colors of the text...or anything...unless you do a "mood change". I wonder if this is different with the PRO version?
8. I didn't do any charts or graphs....is this okay?
Sunday, June 9, 2013
Image Editing (week 3, June 2-9)
I used BeFunky.com to make a sketch of a photograph I had. This is a picture of me holidng two kittens (now they are two huge, long haired beasts). I liked the effect - this was "Sketcher". I found this image editor under "Image Editors" in the image editing folder.
I played with many of the tools shown, but I immediately recognized K-12 instruction ideas with these three:
Foldplay - all of the things you could make with pictures were fun here, but I really liked the foldbook. Making books during library classes can be used to accomplish many things, like demonstrating that you know what information appears on the front and back cover of a book or making a "trailer" or synopsis of a book you've read, you could use the book as the final project of a research assignment - you could post what you found out in the book.
Image Chef - I loved this site. There were so many things to do - add frames to existing photographs or do things with words... here are two examples"
I made this using "flower text" on Image Chef. In order to actually put the picture here, though, I had to join the site and email it to myself. I tried to just embed it in blogger, but that didn't work.
With Image Chef, you can make word mosaics (which would help reinforce vocabulary or other information), make signs and posters about anything, summarize and distill what you read or learned into a sign....
BigHugeLabs - this site could be used in K-12 instruction in countless ways. You can create magazine covers to illustrate a time or event in History, a jigsaw puzzle to showcase a painting made in Art, a movie poster that advertises a novel or short story read in English...
I made a "badge" using my cat's picture. This badge could be changed to represent anything - to give biographical information on a famous figure, perhaps, or a fictional character.Bloom's New Taxonomy Questions
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| Koshyk. 250,000 Views. Digital image. Flickr. Yahoo!, 07 Feb. 2009. Web. 09 June 2013. <http://www.flickr.com/photos/97235261@N00/3258635135/in/photolist-5XXmGp-5YwFF7-61D1Eu-63tBfo-63CPtK-67Fbca-6bFaho-6bJqSn-6hdSjb-6mD49Y-6n37Nn-6nPzoU-6o3KKs-6y5h3e-6FbKmG-6FGXDN-6J6zSs-6RLajK-71SUUe-71WM9C-738LVi-73vJbq-7d4eYo-7ePbqX-7gfP6g-7h7vjR-7hbtXh-7jUWau-7jUWcd-7jUWdh-7m1rRc-7pXwjT-7qweek-7qHzE5-7sLQrx-7ur47h-7vS5GW-bbFPHc-cpyAbf-9Xg1gG-7SuYLh-dW7sjE-cPmyD7-8knpw1-8knoRo-8kno9J-8knks5-8kj8bV-8kj1KH-c4hQAo-dvPbG5>. |
Remembering
1. What does this statue represent?
2. What is the name of this god?
Understanding
1. Why is this god represented with an elephant's head?
2. Can you list 3 body characteristics of this god and what it means about the god?
Applying
1. What title would you give this god that would accurately represent what he can do for his subjects?
2. What other gods have we studied that serve the same purpose as this one?
Analyzing
1. Can you list at least 3 characteristics of this god that you can pick out of the picture and tell what they represent?
2. How does this god compare to the Hindu god, Shiva?
Evaluating
1. Do you think this god should be valued highly among Hindu people? Why or why not?
2. If you wrote the story about finding a replacement head for this god, would you have chosen an elephant's head?
Creating
1. If you could create a god with animal attributes, what woud it look like? (Design a god with animal attributes.)
2. Write a description of your god and tell what traits about the animal you chose mean about your "god".
Sunday, June 2, 2013
Tagxedo and Wordle
After playing with both "word cloud" creating sites, I like tagxedo better. I like the shapes and it was much easier to save my cloud with tagxedo. With wordle, I had to go looking for a tutorial on how to save it and the it was more steps than I cared to do. I did find a 6 minutes video on youtube where someone was kind enough to walk me through the steps.
I used the same words on both tagxedo and wordle and created these:
tagxedo:
wordle (I needed to reopen this and crop it to get rid of the "print screen" look, but I decided to leave it to show how many extra steps were needed to save this):
I think the word clouds are pretty but I have to admit I was lacking in creativity when it came to imagining how I could use these for a library class. I looked up "what is wordle good for" and found several slide shows and sites that gave ideas on how the word clouds could be used.
I used the same words on both tagxedo and wordle and created these:
tagxedo:
wordle (I needed to reopen this and crop it to get rid of the "print screen" look, but I decided to leave it to show how many extra steps were needed to save this):
I think the word clouds are pretty but I have to admit I was lacking in creativity when it came to imagining how I could use these for a library class. I looked up "what is wordle good for" and found several slide shows and sites that gave ideas on how the word clouds could be used.
Saturday, June 1, 2013
Creative Commons' licenses
Creative commons.org is a website where creators (licensors) can get a "some rights reserved" copyright license for their creative work. Creators have automatic "all rights reserved" copyright licenses granted for their work, but sometimes the creator wants to share their work and allow some rights to it. CC helps these creators create this license and put their work on the web with this information so that others know what rights they can take with the work.
CC has six (6) types of licenses - all with different levels of restrictions. These licenses are listed below, with examples of a work found under each license. All photographs were found using the search term "library" through flickr.com and search.creativecommons.org.
Attribution CC license:
Chrisoph John SSF. Library, Hermitage of St Bernardine, Stroud, NSW. 2009. Photograph. Flickr. Web. 1 June 2013. <http://www.flickr.com/photos/25869855@N04/4609212148/in/photolist-82iqbY-7GybVd-ci8s7s-8J9dpB-7NLsZ5-a29Zpc-bFwGMK-82ipB5-9GjrkA-8sU778-9ombUH-a2Ji3Q-a2JicE-a2Ji2w-a2FqrH-a2Fqqi-a2Ji5E-a2Ji9m-a2Ji1m-a2Fqi4-a2FqtZ-8y9Z1Y-7TqiTv-8bTupW-dzexfd-7Gug3x-9KdZx1-dNaCkN-dz1rFS-91sfYx-91vnqw-9KdXMb-7RerPp-dWBfuK-dWBfA6-dWGTps-8hsLFp-8hsUNc-8hsC4v-8hsLFD-8hsC3p-8hsUNn-8hsUNt-8hsUMP-8hsC3c-8hsC3z-8hsC4F-8hsUN6-8hsC4i-8hsLFP-8hsLFV>.
An Attribution license allows others to use, adapt, and build on a work, even for commercial puposes. CC claims that this is "the most accomodating of licenses offered." A creator would choose this type of license if they want their work to be widely disseminatied and used.
Attribution-NoDerivs CC license:
Library of Knowledge. N.d. Photograph. Flickr. By ShironekoEuro. Yahoo!, 07 Nov. 2009. Web. 01 June 2013. http://www.flickr.com/photos/41893519@N07/4082793837/in/photolist-7dMonc-7m6YVQ-7wPkfq-7wPkD5-7wPm4q-7wPmqJ-9JT4Mc-95W8fR-dREqkt-dREqnp-axHXWW-dREqpK-efLA3m-8cUJYe-8cUJUk-8eRE6u-8gaQFX-boiVf3-9SgomZ-8fQ1KZ-7NQoFk-7KvGd1-9MWP4X-bAuCiT-aWYYon-9Hh1Lg-8emKkW-8z9keK-8BWuPW-9kjWxg-9kk2Bk-9knYyU-9kBksA-8BTqvr-8BTqUk-9kynaK-9kBHi7-9kymMH-8BTsgT-8BTrgZ-8BTt5r-dPN7ox-dPN7hp-8BTsGg-d5je5w-d5jeoN-d5jf6y-9bzDWA-9kyiQg-d6etMd-9kyj4X.
An Attribution-NoDerivs allows licensees to redistribute the work for commercial and non-commercial use, but the work has to stay unchanged and credit must be given to the creator.
Library. 2010. Photograph. Flickr. By Chanzi. Yahoo!, 16 May 2010. Web. 01 June 2013. <http://www.flickr.com/photos/51035641446@N01/4766096416/in/photolist-8gauq9-bmsAaa-bmsAdi-bmsA5k-bmsA34-bmszZi-bmszHP-bmszPZ-bmszSX-bmszVV-bmszLP-bmszzM-bmsA7D-bmszC6-bmsAjB-8NyGBS-8PUnXz-8PXoJQ-8PUmqF-b7kgZa-9Q5MFa-8PUucp-dqXXR8-9pKc1u-8Y7ayt-dbiiF4-9iz6kf-7JVb8W-7Gd3Uf-83g8KU-bDJprR-dke4aj-btMUqM-btMV14-btMUJk-btMUPp-btMUw4-btMUCP-btMV7e-btMUcr-btMUk2-btMU6p-9fR4QL-aYZT9v-dzjtfm>.
Without a proper title, it is hard to find out what library is being shown. I think this is at Cornell.
Attribution-ShareAlike CC license:
Library. 2010. Photograph. Flickr. By AnAstray. Yahoo!, 11 June 2010. Web. 01 June 2013. http://www.flickr.com/photos/15975620@N00/4470824157/in/photolist-7P59g8-ehJHzE-cWVz83-8VX5LU-diwxvL-e3TfBB-bEdvdb-8TGvTy-8nY6jZ-8dyXza-cVBBSU-ae1iVR-7xLBot-efJHse-8kW6Uv-dsAYcC-brq1Yt-8TekAv-ehJJiw-8GSqC1-9uZ42g-9MAJya-9ZUs9z-8KgS3r-9dZ3FP-8dyWUv-8wGzqA-cV4aPU-ajxkqG-9hHfQV-7ZQz3g-9AWZ4N-dR8guv-d5hJV3-bSyHu2-cDPZvG-bs8XDo-9Zdw13-bYGd85-8rjjrC-dxo7BH-9kFRhh-9Zb97F-8UConj-8D8mwy-8K1zjP-8eAj7n-8eDz3h-8eDyGL.
An Attribution-ShareAlike license grants rights to others to use and adapt a creator's work - even for commercial purposes. The user (licensee) has to then credit the creator and license their work in the same way. Wikipedia uses this type of license.
Attribution-NonCommercial CC license:
Hearst Castle Library Interior. 2011. Photograph. Flickr. By Filosoph. Yahoo!, 25 Mar. 2011. Web. 01 June 2013. <http://www.flickr.com/photos/filosoph/5570568944/>.
Much like the Attribution-ShareAlike license, the Attribution-NonCommercial license allows others to adapt/change a work for non-commercial reasons and required acknowledgement of the creator, but the subsequent work does not have to be licenses in the same way as the original.
Attribution-NonCommercial-NoDerivs CC license:
Brežice Library Entrance Hall, 2009. 2009. Photograph. Culture.SI. By Aleksander Lilik. 26 Nov. 2009. Web. 1 June 2013. <http://www.culture.si/en/File:Bre%C5%BEice_Library_2009_entrance.jpg>.
The most restrictive license is the Attribution-NonCommercial-NoDerivs. Allowing only non-commercial use, this license allows others to download and share a work, but the work can not be changed in any way and credit must be given to the creator.
I don't think that I found a great difference in the type and amount of images for "library" under the different license types. However, I did notice a great difference in the ease of finding a photograph under each of the six licenses. Using flickr.com directly was the best way to do this, as I discovered using search.creativecommons.org. It took some searching to be find out how to do the search with a particular license, as well.
CC has six (6) types of licenses - all with different levels of restrictions. These licenses are listed below, with examples of a work found under each license. All photographs were found using the search term "library" through flickr.com and search.creativecommons.org.
Attribution CC license:
Chrisoph John SSF. Library, Hermitage of St Bernardine, Stroud, NSW. 2009. Photograph. Flickr. Web. 1 June 2013. <http://www.flickr.com/photos/25869855@N04/4609212148/in/photolist-82iqbY-7GybVd-ci8s7s-8J9dpB-7NLsZ5-a29Zpc-bFwGMK-82ipB5-9GjrkA-8sU778-9ombUH-a2Ji3Q-a2JicE-a2Ji2w-a2FqrH-a2Fqqi-a2Ji5E-a2Ji9m-a2Ji1m-a2Fqi4-a2FqtZ-8y9Z1Y-7TqiTv-8bTupW-dzexfd-7Gug3x-9KdZx1-dNaCkN-dz1rFS-91sfYx-91vnqw-9KdXMb-7RerPp-dWBfuK-dWBfA6-dWGTps-8hsLFp-8hsUNc-8hsC4v-8hsLFD-8hsC3p-8hsUNn-8hsUNt-8hsUMP-8hsC3c-8hsC3z-8hsC4F-8hsUN6-8hsC4i-8hsLFP-8hsLFV>.
An Attribution license allows others to use, adapt, and build on a work, even for commercial puposes. CC claims that this is "the most accomodating of licenses offered." A creator would choose this type of license if they want their work to be widely disseminatied and used.
Attribution-NoDerivs CC license:
Library of Knowledge. N.d. Photograph. Flickr. By ShironekoEuro. Yahoo!, 07 Nov. 2009. Web. 01 June 2013. http://www.flickr.com/photos/41893519@N07/4082793837/in/photolist-7dMonc-7m6YVQ-7wPkfq-7wPkD5-7wPm4q-7wPmqJ-9JT4Mc-95W8fR-dREqkt-dREqnp-axHXWW-dREqpK-efLA3m-8cUJYe-8cUJUk-8eRE6u-8gaQFX-boiVf3-9SgomZ-8fQ1KZ-7NQoFk-7KvGd1-9MWP4X-bAuCiT-aWYYon-9Hh1Lg-8emKkW-8z9keK-8BWuPW-9kjWxg-9kk2Bk-9knYyU-9kBksA-8BTqvr-8BTqUk-9kynaK-9kBHi7-9kymMH-8BTsgT-8BTrgZ-8BTt5r-dPN7ox-dPN7hp-8BTsGg-d5je5w-d5jeoN-d5jf6y-9bzDWA-9kyiQg-d6etMd-9kyj4X.
An Attribution-NoDerivs allows licensees to redistribute the work for commercial and non-commercial use, but the work has to stay unchanged and credit must be given to the creator.
Attribution-NonCommercial-ShareAlike CC license:
Library. 2010. Photograph. Flickr. By Chanzi. Yahoo!, 16 May 2010. Web. 01 June 2013. <http://www.flickr.com/photos/51035641446@N01/4766096416/in/photolist-8gauq9-bmsAaa-bmsAdi-bmsA5k-bmsA34-bmszZi-bmszHP-bmszPZ-bmszSX-bmszVV-bmszLP-bmszzM-bmsA7D-bmszC6-bmsAjB-8NyGBS-8PUnXz-8PXoJQ-8PUmqF-b7kgZa-9Q5MFa-8PUucp-dqXXR8-9pKc1u-8Y7ayt-dbiiF4-9iz6kf-7JVb8W-7Gd3Uf-83g8KU-bDJprR-dke4aj-btMUqM-btMV14-btMUJk-btMUPp-btMUw4-btMUCP-btMV7e-btMUcr-btMUk2-btMU6p-9fR4QL-aYZT9v-dzjtfm>.
Without a proper title, it is hard to find out what library is being shown. I think this is at Cornell.
Some creators want others to be able to adapt and build on and change their work, but they restrict this to non-commercial use and any new creations from the work have to be licensed in the exact way as the original. This type of license is called an Attribution-NonCommercial-ShareAlike license.
Attribution-ShareAlike CC license:
Library. 2010. Photograph. Flickr. By AnAstray. Yahoo!, 11 June 2010. Web. 01 June 2013. http://www.flickr.com/photos/15975620@N00/4470824157/in/photolist-7P59g8-ehJHzE-cWVz83-8VX5LU-diwxvL-e3TfBB-bEdvdb-8TGvTy-8nY6jZ-8dyXza-cVBBSU-ae1iVR-7xLBot-efJHse-8kW6Uv-dsAYcC-brq1Yt-8TekAv-ehJJiw-8GSqC1-9uZ42g-9MAJya-9ZUs9z-8KgS3r-9dZ3FP-8dyWUv-8wGzqA-cV4aPU-ajxkqG-9hHfQV-7ZQz3g-9AWZ4N-dR8guv-d5hJV3-bSyHu2-cDPZvG-bs8XDo-9Zdw13-bYGd85-8rjjrC-dxo7BH-9kFRhh-9Zb97F-8UConj-8D8mwy-8K1zjP-8eAj7n-8eDz3h-8eDyGL.
An Attribution-ShareAlike license grants rights to others to use and adapt a creator's work - even for commercial purposes. The user (licensee) has to then credit the creator and license their work in the same way. Wikipedia uses this type of license.
Attribution-NonCommercial CC license:
Much like the Attribution-ShareAlike license, the Attribution-NonCommercial license allows others to adapt/change a work for non-commercial reasons and required acknowledgement of the creator, but the subsequent work does not have to be licenses in the same way as the original.
Attribution-NonCommercial-NoDerivs CC license:
The most restrictive license is the Attribution-NonCommercial-NoDerivs. Allowing only non-commercial use, this license allows others to download and share a work, but the work can not be changed in any way and credit must be given to the creator.
I don't think that I found a great difference in the type and amount of images for "library" under the different license types. However, I did notice a great difference in the ease of finding a photograph under each of the six licenses. Using flickr.com directly was the best way to do this, as I discovered using search.creativecommons.org. It took some searching to be find out how to do the search with a particular license, as well.
Tuesday, May 21, 2013
Introduction - about me
My name is Carla and I have been a librarian for 15 years. I received my MLIS from Catholic University in Washington, DC, in 1997.
After two (2) years in a public library, I was hired by a private school to totally begin their "upper school" (grades 9-12) library. The library was already designed and being built, but I did all of the collection development from the beginning. I chose to do this because it would be "totally mine" and I would learn every aspect of running a library: collection development, cataloguing, processing, circulation, reference, etc.
For twelve years, I ran the library by myself. It was very popular with the students and I think I created great enthusiasm for libraries (and hopefully reading) during my time with them. As the years went by, I was increasingly asked to do other jobs. I taught high school English once upon a time and I "took over" an English teacher's job for a semester. I was asked to teach English electives, which I did. (I taught Mythology courses.) I didn't feel like a "full time" librarian anymore and I decided it was time to try new things.
I am trying to decide if I want to continue being a school librarian or if I want to go back into public librarianship. This past year, I have been working in a large elementary school as the "library teacher" for grades PreK through 5. It is very different from any other librarian position I've had and I jumped into it blind - absolutely no elementary experience at all. I have discovered that I do not want to be an elementary "library teacher" although there are aspects of it that I will really miss. And I now have extreme respect for elementary teachers of all kinds, though, because that is one hard job.
In order to work in public schools, of course, you have to be certified by your state. I live in Fauquier County (VA) and the VDOE gave me a 5 year license to teach English but I needed one class in order to get a 5 year license in "library media Prek-12". This is the class.
After two (2) years in a public library, I was hired by a private school to totally begin their "upper school" (grades 9-12) library. The library was already designed and being built, but I did all of the collection development from the beginning. I chose to do this because it would be "totally mine" and I would learn every aspect of running a library: collection development, cataloguing, processing, circulation, reference, etc.
For twelve years, I ran the library by myself. It was very popular with the students and I think I created great enthusiasm for libraries (and hopefully reading) during my time with them. As the years went by, I was increasingly asked to do other jobs. I taught high school English once upon a time and I "took over" an English teacher's job for a semester. I was asked to teach English electives, which I did. (I taught Mythology courses.) I didn't feel like a "full time" librarian anymore and I decided it was time to try new things.
I am trying to decide if I want to continue being a school librarian or if I want to go back into public librarianship. This past year, I have been working in a large elementary school as the "library teacher" for grades PreK through 5. It is very different from any other librarian position I've had and I jumped into it blind - absolutely no elementary experience at all. I have discovered that I do not want to be an elementary "library teacher" although there are aspects of it that I will really miss. And I now have extreme respect for elementary teachers of all kinds, though, because that is one hard job.
In order to work in public schools, of course, you have to be certified by your state. I live in Fauquier County (VA) and the VDOE gave me a 5 year license to teach English but I needed one class in order to get a 5 year license in "library media Prek-12". This is the class.
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