Future Vision Project Post #4

So I like food blogs. So what? No big deal.

My friend Aimee calls me domestic... Actually she calls me a domestic goddess with a heavy eye roll. I certainly protest. A quick finger swipe along the top of my book shelves will reveal otherwise. While I can live with a little filth (not squalor, mind you), I do take notice of what I pop into my mouth. My last blog post revealed a happy little love affair with food blogs.

Thinking about food blogs first got me eating and then thinking about how more than anything I like the idea of food blogs and cookbooks. I love the spirit of a recipe, the glossy photograph (though, more and more often we're seeing a matte finish in the cookbooks), the clean list of ingredients running down a page, the comfortable cushion of text that follows...

For me, recipes are poetry. Teaspoons and tablespoons are metaphors and similes. A cup conjures the weight of symbol and underlying meaning. The theme is what really brings me to tears -- exotic, homespun, nostalgic, fusion, twist on a classic -- the list runs on.

Recently, I experienced  an epiphany delivered in a pan of brownies.
 
Alice Medrich is a sort of chocolate genius. She has countless recipes for brownies, all containing flour, salt, sugar, eggs, vanilla, butter, and cocoa OR chocolate. Nonetheless, much like snowflakes, each recipe is different and unique. Within each lies a different path each baker must travel to reach chocolate euphoria.

The full impact of this realization struck last week when I attempted Alice's New Classic Brownies (or, specifically, here) and I didn't follow the recipe at all! Ok. Back up the truck. Let's focus on the ingredients.

I had the ingredients right.

But part way through chuckling at CBC's the debaters, and spotting my cousin and her kids rooting through my daffodil patch, I rather ignored the directions and took my own path. Like, for instance, ice water bath? Not likely. Or my flour certainly met the sugar before it joined the chocolate and who bakes brownies at 400 degrees? Not me!

Anyhow, despite ignoring the advice of a renowned chocolate and recipe guru, I baked perfect brownies.

Ha!    Ha, ha, ha, ha!! (Maniacal)

Point (s):

I don't follow directions.

Things usually come out ok.


I hope you Bears have all had a look at Aaron's assignment details. I'm sure you would have before attempting to plan a Final Vision Project. That's what most people, most teachers, would do.

Yup.

Just checked them out. And so I'm rejigging. I'm considering what Aaron actually wants us to do. I've noticed, by actually reading the assignment guidelines, that the focus is on what we are taking away from the course. My vision should "encapsulate [my] potential path after [I]’ve completed this course" (Aaron Mueller, Library and Web 2.0 Guru).

What I'm creating is a reflective piece that outlines a plan for the future.

 I must share this vision using a platform of my choice.

Beyond this, Aaron has provided a rubric. This is just the sort of thing I love about Aaron.

Primarily, we are to articulate an idea. We are to express the articulation of said idea in a public and shareable manner. Originally, my thinking revolved around creating a lesson sequence that could be used in my teaching and that this piece specifically would be the item and the platform. I am realigning my thinking to consider the specifics of the project. I must gather some larger ideas, I must articulate details, I must lay the plans for my journey and I must  tie these concepts into one place.

I recently checked out Storybird. So cool! And would love to ramble out a story on that platform but I am held back by the inaccessibility of the site. Basically, after completing the story, one must wait about a month before it is approved and placed on the site for sharing. Bummer.

And so I moved onto the webpage. Perhaps not the most original choice, but I felt this would allow me to include a number of pages, each with a different focus. I began a Weebly site. I started recording ideas and links...but for some reason I just couldn't get the flow I was looking for. The truth is I like to prattle on a bit and the website format felt so succinct, too polished, somehow.

Then I read Leah's final vision project. She's using her blog. Wow. Why not?

I mean, really, it doesn't matter what I choose, like the brownies, I  just need to stir those essential ingredients together, scoop them into some type of vessel and deliver sinful decadence, or insightful education, depending on whether we're talking brownies or library. Because if we're talking brownies...

Future Vision Project Post #3: Getting Wonky

Fact: Some weekends you just eat a lot of chocolate.

Coming to terms....

Moving on.

Gosh, this world is full of distractions. I can't even write a blog post because I'm too "busy" checking out all the new exciting blogs I now follow via Feedly. Reading posts by the Bears (Go Bears!) is productive. Random food blogs, not so much. Although, I'm pretty sure this is a great idea.

Food blogs. We love them! (Ok I  do, and I can't comprehend that you might not share my enthusiasm.) Because every body eats, right? Everybody is always hungry, right? Oh wait, that's likely just me and my hubby who also has an absurdly speedy metabolism. Thank goodness for peanut butter! Regardless, food is about sharing. We dine with our friends. We bring treats to our nephews. We gather for random potluck lunches with our staff... Then we pass out the recipe cards. Or, more and more often, we cite a food blog. Once you hop onto the foodblog train, you just keep riding. The stops are endless. Ideas zig zag back and forth. Photos, videos, tidbits of wisdom and foolishness keep us informed and entertained as we try on new sites and authors.

Essentially, what we're looking at is a community driven my similar interests as opposed to geographical location.

As educators, we see the need for community in our classrooms. Educator Annie Shaw cites community as the starting place for learning. As learners, we require a place of safety and sharing. Often, we speak of developing a community of readers.

We want our students to be lifelong readers. We want them to have choice, to engage with various texts and to make connections to those texts. While reading is in some ways a solitary activity, it's surely more fun and exciting when we share the experience with others. This spring, many of us will be participating in community runs, such as the TC 10km or the Goddess Run. Many of our training challenges occur in isolation but the excitement of running with a community powers our initiative. And also allows for increased chocolate consumption.

So I'm interested in community. It is, afterall, what made this course of far greater interest to me than any of the TL courses I have pecked away at so far. Students need to engage in a classroom community, but they also need to learn the skills associated with engaging in an online community.

As my contact with students is limited to library times, an online community is of particular interest to me as it is not hampered by the confines of geographical limits.

 Thus, I plan to examine the question:

How can teaching students to use social media create a community of readers in my school?

Likely, I will use a blog to record my ideas. I'm not set on this platform but I am trying to consider how I can best present my ideas in a simple and straightforward manner. I am also considering the use of a Facebook page but I need to decide why I would use that site and if the reasons warrant the result.

Oh, and I plan to focus on the Destiny Quest Website and the way in which it's functions can be used to see students making lists, and sharing recommendations. I would like to jump from this site, where students will learn about responsible use and build community, to a second platform in which students share about a particular book in a larger, more in depth way. I had considered booktrailers but I don't have the iPad access to support this and I'm not super keen on the windows program. If anyone has suggestions, please chime in.

And if all this comes to nought, I'll probably just throw together a video like the one below. I'll tweak the topic for teacher librarians. They're usually up for a good rant.

Citation:
Willy Wonka Photography: Flickr

Future Vision Project Post #2: A Change in Destiny

I can't escape Destiny

Every time I contemplate ideas around research and Web 2.0 skills, my thoughts flicker back to ways in which the Destiny Quest program could be better used to teach and practice skills of information retrieving, list making, and sharing.

In scooting about the web for other educators ideas and sharing around this topic, I encountered only two resources that discussed Destiny Quest as a teaching tool. The first was a pay-only resource (not likely!) and the second, generated by the New York City School Library System, provided a list of simple lesson plans related to the site.

You can check it out here.

How I Might Use Destiny in My Library

How to write a review. Students can write reviews that are then saved in Destiny Quest and remain attached to each book.

How to find a Just Right Book in Destiny Quest. Students can make recommendations. They can look up a book that they have already read and view a list of read-alike links. Students can check out the top 10 books. They can also look at the list of new arrivals.

Accessing Resources. Students can search for books or websites on a topic. Titles can be saved to a resource list. Titles can be reviewed. Lists can be generated into a Bibliography.

Website Review. Students can access websites via One Search. One Search allows is an Internet search on a topic. Students can practice information retrieval and also review resources found.

Considering the Topic

As I consider this topic, a number of classroom applications come to mind and yet I find myself wondering if this is a topic that is interesting enough to share out.

Also, who would be interested in this topic? Teacher Librarians and students are the primary users of Destiny Quest. Students are interacting with the site. An additional site about the topic might just translate to another layer of information that inhibits rather than promotes use of the site.  Hmmm. How-to Videos could be helpful... And yet when I find those videos online, I often find them boring. I certainly glaze-out during the explanations and find that exploring the site to figure something out is often how I learn what the video is trying to teach me.

Teacher Librarians would likely be interested in ideas around using the site. Creating an entire website devoted to the topic seems a little much. Perhaps videos might be more engaging to this audience. Or perhaps still shots with something like Voice Thread.

I suppose I need to go back to my planning with the end in mind:

What do I want others to take away? Some ideas for how to use Destiny Quest to support digital literacy.

How can this information be best conveyed? Still thinking...

Perhaps I need to expand my thinking from computer-based concepts to consider the iPad possibilities. Leah shared out that awesome list of apps. Perhaps an app is the place to start. I haven't actually spent a lot of time exploring iPad teaching possibilities. I know Leah has. I think that I could learn through this process and also share in an effective way.

I just stopped for a brain break to read Danielle's blog. Danielle always has these awesome ideas, deep thoughts, and succinct communication which is both inspiring and mildly depressing (because I'm not Danielle and am juveniley jealous). Anyhow, her latest post is chocked full of great links. Not only does she reference classmates' ideas, she also tips us toward some excellent resources. Toward the end of her page she mentions Edmoto. I haven't spend much time there but I think this could be a good time to sign up and see if this might be a place to share out my final project.

Anyhow, it's Spring Break and the sun is shining and it was all I could do to sit down at a computer this afternoon. My bike and a coffee date are calling. I think I'll just have to do some constructive thinking out in the sunshine.

Future Vision Project Post #2: One Long Hmmmmmm

When the flag dropped and we bounded out of the gates into our first blog posts, I ran right into the topic of research. How can we research better? I wanted to know. As I dropped into my pace through the course, I found that a new topic kept poking out from the sidelines. The practice of online sharing just refused to be ignored; so I figured I might as well have a look at it.

I begin with a glance at the good old Points of Inquiry. As I peruse it's gleaming points, I find myself wondering: is this model outdated?

We are asked to begin at the top of the star and work our way around (clockwise, naturally) to reflect.

Likely, the model is still relevant but I'm going out on a splinter of a limb here to suggest that perhaps we will not be working our way around the star for much longer. Investigating is perhaps beginning to intertwine with expressing and constructing. Reflection is ongoing. I can't seem to usurp Connect and Wonder from it's throne but as evident in the process we've engaged in through this course, our initial connect and wonders must be reviewed and often revised.

Our vocabulary has also begun to shift. Take the word, share, for example. "Share" is not given a point on the star. One might argue that it is implicit in the "Express" point, but sharing has become a crucial part of our language and are way of viewing the trade and transfer of ideas and information. "Share" needs to become part of our classroom process. Sharing out to a classroom, a school, a district, a classroom across the globe or the web public in general, must become a regular occurrence if we are in fact teaching and learning with a Web 2.0 lens.

In the past, teachers focused on an academic model of research. The internet has blown that model into a whirlwind. No longer are we limited to academic sources. Even within this course, most of us are finding the richest most relevant articles on blogs and websites like Edutopia. Truly this is a pretty amazing time to live through and teach through as so many of our "cannons" become uncannonized. The rules are changing very quickly. The skill of research was once primarily needed for those entering college or university. Now, research is a necessity, a day-to-day skill.

How is education addressing this shift?!?!?

Okay.

Breathe.

I don't feel equipped to tackle some of these issues. Aside from the lack of resources provided by our Ministry of Education, I don't feel I have enough time with my students or collaborative time with my colleagues to do justice to the task at hand. Nonetheless, I don't believe I'm allowed not to try.

While I have often found myself worried about and limited by privacy issues, I'm finding some ways to address skills of collecting and sharing while sidestepping these road blocks. For instance, I found a nice little article that discusses the importance of list making.

Read it here. 

Done?

Good.

In the article Twitter is used as the platform. I'm not going to put a class of grade 4 and  students on Twitter. That is not an option in the reality of my school. BUT, we can make lists in other places and other ways. Destiny Quest give us list making options for books we want to read, books we are reading, and books we've read. Beyond that, students can compile lists of resources around a given topic. This is certainly a good place to start.

Similarly, at the elementary level, I am not prepared to share student work on a blog for a larger audience, but I am excited about trying the Book Creator app on my iPad to create a class book with a grade 2 class. We can share our book with other classes in the school. (A number of other book creation apps can be found here.)

So yes, I've established that there are ways to share in the elementary world, but I find myself wondering, how does this link back to research and how can sharing make us better researchers?

As I continue to write and think, I'm popping on and off my blog to review ideas on other sites, to check my email, and to look for new resources.Yes, my investigating, connecting, expressing, and constructing is all happening in one messy ball of right now. Suffice to say, I just came across a new new image.

 

It's pretty. Sure. But it's also pretty powerful and pretty crazy.

It suggests messy.

It suggests a system in which creation, sharing, and research are given equal importance.

I suggests projects structured to allow for personal exploration that allows for conversation, in which copying is not an issue as ideas are shared and then further developed.

What, I find myself wondering, does this look like in a grade 4 classroom?

Is this, I find myself wondering (again, with the wondering), possible in a grade 2 classroom?

Pintrest says yes!

Frighteningly (for me, Queen of the Scatterbrained), organisation becomes central to success in these learning paradigms. A quick glance at the above image shows us that the potential for excitement is equal to the potential for chaos. Particularly, as the 'rules' as we know them seem to be shifting. For example, blogger Shawn McCusker suggests that "It's Time to Change How Student's Cite Their Work." McCusker reasons that if we are using a Web 2.0 platform for presenting (ie sharing), students should be embedding links throughout their project. In this way, the (McCusker says) the links reflect the process of construction and also allows for better sharing of orignal sources with the audience, which is hopefully made up of a students' peers.

Reshaping these rules to meet the needs of our student is going to take time, thought, plenty of trial, and a fair amount of error.

Suffice to say, these are some of the ideas rattling around in this old noggin. It will be interesting to see how they rearrange. Then rearrange again, before shaping into some kind of a cohesive whole that might be considered a final project.









An Idea Shared from http://www.edudemic.com/share-your-ideas/Points of Inquiry from
Connected Learning http://connectedlearning.tv/infographic