IFLA SL Newsletter

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With my feet in the mud…

By Helen Boelens

boelen1@attglobal.net

Kalsbeek College

Nederland

In Australia we are very aware of the need to conserve water. As a child in Australia, I knew that drinking water came from a tank on the roof and that bath water was pumped from an artesian well, deep under the ground. Water was never wasted. Dirty water was never allowed to run down the drainpipe. It was thrown onto the thirsty plants in the garden.

When I was in my twenties, I met a kind, friendly Dutchman. We fell in love and decided to “give it a go”. After our marriage, we moved to Holland. This is a country which has too much water. I will never forget the day we moved into our new house. It was raining. There was mud everywhere. Further along the street, grubby little children, wearing warm coats and rubber boots, were playing in the mud, building dykes. They were having a lovely time.

Yes, Holland is a country which has too much water, and lots of mud. There is a wonderful Dutch expression, which roughly translated into English is “with your feet in the mud”. It means that you are involved in the daily grind, putting one foot in front of the other, making squelching footsteps through the mud, to get to the dry ground – doing the ordinary day to day tasks in order to achieve a goal.

In this article, I want to tell you about “my feet in the mud” in the School Library and Information Centre at the Kalsbeek College in Woerden, the Netherlands. After my arrival in the Netherlands, it took me quite a while to learn the language, become familiar with the Dutch children’s and adult literature, revalidate my diploma’s and find a job as a school librarian in a local secondary school. For the record, the job of teaching librarian does not (as yet) exist in the Netherlands.
During my job interview in 1998, the director of the school explained to me that the Kalsbeek College is an “ordinary” school. It is not a private school – it is government funded and has no special sources of extra income. It is not a selective school. In 2007, it has a total of 2,600 pupils and is what is known as a comprehensive high school. The director told me that I was being hired to bring the school’s library into the 21st century. So this is when I had to put on my boots and began plodding through the mud…

I began by trying to define the goals of the school library (which has now become known as the school library and information center (SLIC) ). Whilst maintaining the wonderful, traditional goals of the school library, an attempt was made to introduce computer technology, new concepts of learning and digital forms of information into the SLIC. My recent paper:

“Imagine …You may say I’m a dreamer, but I’m not the only one,” [1] : The school library and information center at the heart of the learning process and as an integral part of the learning environment

describes how we approached this problem. This paper was presented in Dutch and English at the Kalsbeek College on 31 January 2007 and was also presented, in Italian, at the triennial national project “Biblioteche nelle Scuole” in Milan, Italy on 15 March 2007. It can be found (in English) on the ENSIL (European Network for School Libraries and Information Literacy) website www.ensil.eu .

The paper describes how the school, as a whole, has recognized the important role which the school library plays at the heart of the learning process and as an integral part of the learning environment. Step by step, in co-operation with directors and teachers throughout the school, we have been moving towards this goal. The various steps which have taken place in this process were discussed at democratic meetings within the school, and decisions were made.

The educational objectives of the school are clearly stated in the school policy statement and in all information booklets which are handed out to (prospective) pupils. Information evenings have been held for parents of pupils, in order to explain to them what we are doing and what we are hoping to achieve.

In 2002, a decision was made to build a new SLIC (400 square meters), which would incorporate the traditional values of the school library, while making provisions for new facilities for the 21st century. This was a costly decision, but the results are spectacular. We now have a facility where more than 100 pupils from all different levels within the school can read, do their homework, or make use of new forms of learning, thanks to ICT software and hardware. The SLIC is comfortable, attractive and colorful. It has an excellent collection (in traditional and digital form) in five different languages. There is an ELO (Electronic Learning Environment) and a fully automated web-based library catalogue. At the moment, federated searches are being instigated, for the storage and retrieval of information throughout the entire school. We also have special facilities for gifted pupils and pupils with learning difficulties. Last but not least, the SLIC gives compulsory, interdisciplinary instruction in information literacy to teachers and pupils.

Our success up until now can be verified by:

· Improvement in academic achievement of pupils;

· An awareness throughout the school of the advantages (and disadvantages) of new forms of learning and how these can be implemented in the SLIC (when necessary);

· An awareness that learning should be interdisciplinary and that co-operation within the school is essential;

· An awareness of the effects that the information society has had on the “ordinary” school;

· A SLIC which is nearly always full with pupils making use of the facilities. It has come to the point that we almost need a second SLIC.

· An increase in reading throughout the school. The statistics for borrowing of traditional information, by pupils and staff, have risen more than 17% in one calendar year.

The success of the KILM (Kalsbeek Information Literacy Matrix), mentioned in my paper:

“Imagine …You may say I’m a dreamer, but I’m not the only one,” [2] : The school library and information center at the heart of the learning process and as an integral part of the learning environment

is due to a combination of:

1. Organisation and

2. Methodology

3. The integrity and vision of the school leadership.

The changes in organization include meetings between all groups within the school (establishing a democratic process) and the coordination of projects between subject areas. The methods include the interdisciplinary teaching of information literacy skills in the SLIC. The integrity and vision of the school leadership speaks for itself.

No, we have not yet reached the other side of the pool of mud. The information society in which we live is changing so rapidly. The SLIC needs to take these changes into account and, if necessary, implement them into the policy of the SLIC. The situation within the SLIC at the Kalsbeek College is not perfect. Every day we come up against problems which still have to be solved. Nevertheless, the democratic process throughout the school plays an important role in resolving these problems and implementing new ideas. Without the educational vision of the director, Dr. Jaco Schouwenaar, none of this would have been possible. This is clearly described in the paper mentioned above.

In 2003, I decided to look more closely into the problems faced by the school librarian (or teaching librarian) in the 21st century. I have become a Ph.D. research student at Middlesex University, School of Education and Lifelong Learning in London, in co-operation with the University of Amsterdam and the Vrije Universiteit (VU) in Amsterdam. My contact with the university in London is usually through E-learning. My recent papers include:

“A new kind of information specialist for a new kind of learning”

which I presented at World Library and Information Congress, 72nd IFLA General Conference and Council, in Seoul (South Korea), August 2006, can also be found on www.ensil.eu . The ideas presented in this paper are very relevant to a walk through the mud.

During my research, I have been fortunate to meet people from many different countries who are interested in school library work – librarians from different kinds of libraries, academics, researchers, politicians, and also people with commercial or economic interests. I have also met those who think that school library work is at an end –it has seen better days and is no longer necessary. It can be replaced by other kinds of services.

But these people do not plod through the mud. They are not involved in the daily life of the school or the school library. They visit the school library occasionally, carry out research, and come up with ideas and suggestions. Sometimes politics or self-interest play a role.

Their work is different from mine. I get up in the morning and am faced with the day to day realities of school library work, in positive or negative ways. I see what happens each day in the SLIC. I see the little drama’s which occur, and also see the reactions of children, on a daily basis, to new innovations in the SLIC. I put on the gumboots every morning and plod on through the mud. It may be time for a new sturdy pair of gumboots. They sell very pretty, colourful ones here in Holland!



July 2, 2007 Posted by | 6. Issue 44, 7. Theme 44, Nederland | 2 Comments

Making libraries enticing also for ”non”-readers?

By coordinator Mette K. Ofstad, Kragerø, Norway (mette.k.ofstad@kragero.kommune.no or msofstad@online.no )

Is it possible to seduce the so-called non-readers into school libraries and make them feel welcome and even eager to find books that are especially interesting to them?


If you ask students about libraries, most will answer that they are quiet, unassuming and rather dull places. Some students will tell you the school libraries are pleasantly useful, but for many, especially boys, school libraries are a place they would rather avoid.

We need to get everyone to read. Every fourth 15-year old in Norway does not read well enough to function properly, one out of four drops out of high school, 400 000 grown-ups out of our 4,5 million in Norway are functionally illiterate. Last, but not least, we seem to keep up the social differences in the end results. One way to iron out the social differences is to have offers of doing “homework” at the schools. What better place to do this than in pleasantly furnished school libraries with clever librarians and others as helpers? Why not open the school library also for the kindergarten that is almost always close by? Research show that if kids get a head start it is all to the good. A school MI-library would be a wonderful learning arena for pre-school kids also.

In Kragerø, a little seaside town south in Norway, we have devised a project called SMIL (as in smile) – an ongoing project for the last three to four years. The letters pertain to Strategies for learning, Multiple Intelligences and Learning Styles. The goal is to give teachers a tool box with diverse methods to cater to every students learning strategies and styles and intelligences. So the idea came up: Why couldn’t we cathegorize the books and media according to the eight multiple intelligences as in Howard Gardner’s interesting theory, and put them in a corresponding nook or corner? Then the very bodily-kinestetic boy who wants to find something interesting, could find it in a jiffy because all the books that pertain to his bodily-kinestetic intelligence were prominently set up and easy to find in a specific corner of the room?

A quiet going treadmill with a reading rack could also be part of the interior decoration in this part of the library.

For the spatial intelligence corner we wanted books about the visual arts, biographies with pictures about famous painters, books on how-to-draw, books on maps in every category, interesting books with most only pictures or photos, comics an so forth. A powerful computer where students could manipulate pictures and video would be part of the equipment in this part of the MI-library as well as room for drawing, doodling and making squiggles. An easel with a possibility to paint could be a part of the outfitting.

This is how we plan to do with every one of the eight intelligences in our MI-library. As in New City School in St.Louis we are having a small theatre in the centre which can also serve as an exhibition area and can be used for performances from outside sources or by the school’s own students or teachers. This way the MI-library will become a room of many different activities.

In Norway most every school is a public school, so we applied for extra funds from official sources and had a bit of luck as we received a sum more or less sufficient enough to go ahead. We have hired an interior designer who is a specialist on school libraries. She is quite smitten with the MI-idea, and she has lots of exciting solutions. Since the funding is a challenge even though we have received funds, we co-operate with the local high-school class of carpenters. They are doing the carpentry which in parts of the room consists of a landing of two levels which gives lots of room for sitting or lounging or being a sitting area for performances of different kinds, but also other activities such as for standing up for choir-singing, band exercises and so forth. The school has 260 students and 20 teachers and is our biggest primary school. The room is about 90 square meters and has three adjoining group rooms – each 15 square meters – which will be back-up rooms for some of the intelligences. We need to have workplaces with headphones for music, and we also plan for a huge aquarium and terrarium as well as an ant-farm inside glass in the naturalistic intelligence area.

The school libraries of Norway came into being during the school reform of 1775, but have not been prioritized as they have in Denmark og Finland. They are mostly a sorry chapter, and something needs to be done. With a teacher from Kalstad school I travelled to the official opening of the MI-library at New City School in December 2005. Our enthusiasm just grew when we saw what Thomas Hoerr and his teachers had accomplished. I have just finished translating his book on “How to become and Multiple Intelligence school?” into Norwegian. The book is a testimony on how well the school has carried out the ideas of the multiple intelligence theory – not only in the classroom, but now also with their library.

Wouldn’t it be wonderful if both Thomas Hoerr and Howard Gardner could come to our opening of the first European MI-library in Kragerø Norway? It is exciting that such a relatively small school works on establishing a school library so much out of the ordinary.

July 2, 2007 Posted by | 6. Issue 44, 7. Theme 44, MI-Libraries | Leave a comment

Library 2.0: It’s Not About the Books

By Christopher Harris
infomancy@gmail.com
New York
USA

It is always a risk in the library world to say that it is not about the books. So, to use a less emotionally charged example, let us propose that the $100 laptop project, One Laptop Per Child (OLPC), is not about the computer either. In both of these cases, the books and the computers are just tools. Books are a storage technology that we have used for a few thousand years to hold information. Computers are a more recent example of a tool we created to improve our processing capabilities. Neither of these technologies really does anything for us. The magic is in how we use them.

Library 2.0 is that kind of magic. The basic idea behind Library 2.0 is the development of a new perspective that can help us provide a higher level of services by focusing on our patrons. The movement was initially built around concept of Web 2.0 as discussed by Tim O’Reilly in a 2005 article, “What is Web 2.0” http://tinyurl.com/743r5. Libraries began talking about harnessing patron intelligence, using data, and developing new software on an open release cycle. Library 2.0 is really about harnessing the new technologies to focus our development activities on patron engagement. Just like the OLPC project proposes to use a computer as a tool for social change by promoting connectivity and education, Library 2.0 brings radical change to our organizations by creating new conversations around information.

So what does this look like in a real world library? Using the expanded powers of computers and the web, we can now do things with books (and the information they hold) that we were unable to accomplish previously. Some examples of this include tagging books to provide additional metadata, developing a social network around books, and even extracting the stories and information from books into new storage technologies for broader access. By adopting tags to supplement (not supplant) traditional subject cataloging, for example, libraries can provide additional points of entry into their collections that can accommodate unique cultural elements. These tools allow even remote libraries to become full participants in the global information network. This is especially true since many of the tools that make up Library 2.0 are being developed using open source technologies.

The Web 2.0 movement has brought about the development of many new free and/or open source technologies that libraries can use to provide enhanced services. The cost for developing or piloting a new program for possible adoption is no longer measured by hard currency, but by soft resources. What is it worth to your organization in terms of time to make a new project work? If, for example, your library wants to prioritize facilitating user discussions about books they are reading, it can be done if you are willing to redirect time that may now be spent on other tasks. Are there programs that are hanging on because they have “always been there” but are no longer drawing participation? Or are there tasks that could be automated or streamlined to generate additional staff time?

This isn’t to say that time is the only cost associated with Library 2.0 – but rather that it can be the only cost. Most of these technologies are designed to run on a web server and so will work best when run in an online, hosted environment. This, however, starts to cost money. When looking at these new Web 2.0 technologies, the one thing to remember is that it will either cost time or money. The less time you want to spend on something, the more money you will need to spend. Luckily, the opposite is also true. If you want to get started with a new project, you can do so with very little money by investing additional time. Don’t have a web server where you can host a new book discussion website? Not a problem. Using a free, open source web server package like Xampp [http://www.apachefriends.org/en/xampp.html] you can turn any computer into a personal webserver. While this program is not recommended for use in an online environment, if you have a local library network or even a few connected computers you can create your own internal library webspace using Xampp.

Why create a webspace? Is it really that essential for Library 2.0? I believe that it is. Digital spaces – whether built on a blog, wiki, or other tool – are different than physical spaces we have in our libraries. By starting a conversation on a blog or a wiki, even one running on a local computer using a program like Xampp, allows the users to interact in a dynamic environment. While this can be simulated on paper, using the computer allows multiple conversations to take place, and more importantly to grow and develop over time. Being involved in a local webspace also prepares library user for participation in the global information space. By writing on a local book discussion blog, a patron is learning the skills that will allow him or her to create a public blog to spread cultural awareness. Knowing how to edit an internal library wiki means that a user is able to contribute to the growth of knowledge by contributing, editing, or even translating entries on Wikipedia.

While a digital divide separating those with broadband access in their homes from those without, libraries can leverage Library 2.0 ideas and tools to build a more meaningful bridge over this divide. Instead of just providing occasional access, libraries can provide tools and support to make sure that the occasional access is meaningful. By engaging patrons in the creation of a webspaces as opposed to the mere consumption of them, libraries are preparing users to take on a more meaningful role in the global information network. As networks and connectivity spread through mobile technologies and programs like the OLPC project, libraries around the world need to be prepared to guide their patrons through this new information space. Open source technologies allow libraries to start small, building a local space that can grow over time to meld with the larger online world. By moving beyond the technology, be it a book or a computer, Library 2.0 can use any available tools to focus on creating a user-centered library experience. Because in the end, it’s not about the books but about growing human capacity.

July 2, 2007 Posted by | 6. Issue 44, 7. Theme 44, USA, Web 2.0 | 2 Comments

Web 2.0 Meets Information Literacy

By Joyce Kasman Valenza

Joyce_Valenza@sdst.org
Springfield Township HS Library
USA

To be most effective, citizens of the future will need to creatively blend several relatively traditional skills with emerging information and communication tools. And they will need to practice those skills in an information landscape that is genre-shifting, media-rich, participatory, socially connected, and brilliantly chaotic. To be most effective, students also need understandings of traditional information structures as well as understandings of the shifts in the way knowledge is built and organized

Two threads

Through my librarian visioning glasses, I see two threads—information fluency and Web 2.0– beautifully woven into rich 21st century cloth as teachers and librarians who value inquiry, thinking skills, ethical behavior, and innovative student work hone their craft on a funky and vibrant 21st century loom, with learners as collaborators.

As a new thread—Web 2.0–is colorful and dynamic. It reveals new opportunities for collaborations, creation of media, and interactions with audiences never before imagined. A more traditional strand—information literacy–is a sturdy fiber. It is a fiber many of us digital immigrants carried over in our trunks from the old country. And it deserves to be unpacked and shared–woven through instruction and learning.

Information literacy or fluency is the ability to effectively and ethically seek, use, and create information. It is a process in which students (and the rest of us) recognize a need for information; formulate questions based on those needs; identify potential information sources; develop strategies for physically and intellectually accessing information; evaluate, analyze, synthesize and organize new information with existing knowledge; and effectively, ethically and creatively communicate new knowledge.

Information literacy competencies are process skills. They will grow with students, even when current search tools and platforms are obsolete, when we move beyond Web 2.0. These skills have legs. They will serve learners even when they forget how to balance a chemical equation or how to solve for X. They prepare students to learn to learn.

So, how do we interpret traditional skills for a chaotic, exciting, multimodal, socially mediated information 2.0 landscape? And how does our instruction shift as the information landscape evolves?

Fluency: Information access

Information access involves recognizing the need for information, identifying potential sources, and strategies for locating information.

I’ve heard celebrated futurists, as well as librarians, proclaim that we live in a good enough / why bother world. If people can easily find some information, they will not be motivated to find better or best information. Math teachers do not say, “good enough” at multiplication and division. They move as many of their learners toward higher applications and deeper mathematical thinking. Why should we not expect learners to master more thoughtful information-seeking strategies?

In a 2.0 world we must encourage students to seek information energetically. That often includes reaching beyond everyone’s favorite search engine or wiki reference. Though Google rocks it is not the only band in town. Google’s information reach is staggering, yet it may not be the best strategy for all information tasks. Innovation is thriving in the search world. In fact, a number of alternate search tools employ a less “vertical”, far more user-centered approach. A growing number of tools respond to the preferences of visual learners. A growing number of tools specialize in finding information in varying formats.

Those who wait for information to be set free, those who wait for all the scholars and authors to put their work up outside of their books and journals, may be waiting a long time. As Google strives to digitize the print content of university libraries, our K12 students may not recognize that they have substantial libraries of content already available, content designed directly to meet their information and developmental needs, content that Google has not yet and may never grab. Our students do not have to wait.

Hundreds of databases offer hundreds of thousands of valuable documents beyond those accessible on the free Web. Schools, state and national libraries and government agencies subscribe to content that is both developmentally and content-appropriate for learners. Unless we teach students about the enormous value of these reference sources, ebooks, magazine, journal, and newspaper articles, unless we value them ourselves, students will not find them or use them.

I could not conduct my own research without subscription databases created by such vendors as EBSCO, ProQuest, Gale, and Wilson. Because our school culture values these sources, because they are designed directly to meet their information and developmental needs, our students have grown to love them as well. Teachers and librarians must ensure that these valuable materials get used and are no further than a click or two away from learners. Students who do not have access to this substantial content, students who choose not to use them, are an information underclass. These resources must be front and center on our virtual libraries. They must be prominent on our online pathfinders. Our teachers look use of databases as they assess student projects. We create multiple points of access to them and we look forward to finding an effective federated search solution that will search across the databases, our catalog, and the Web.

Because students will need to access both traditional and emerging sources, through both formal and informal information systems, they need understandings of both worlds. In subscription databases, it still helps to know the underlying structure of controlled vocabulary and subject hierarchy. Students can use official descriptors or subject headings to help them gather relevant content. They can select to search by either keyword or by subject and that choice often matters. And although I no longer formally teach Boolean logic, in databases, sometimes AND makes a big difference.

Students have greater search power when they understand the newly tagged world, the world of popular folksonomies. Tags are emerging as powerful tools, different from the structured controlled vocabulary and subject headings of databases. As they search, students should be on the look out for the various tags assigned to the most relevant resources. Those public-created tags will assist them in gathering related content. They can discover information relationships by exploring aggregators like Technorati http://technorati.com or del.icio.us http://del.icio.us/. Student-developed tag clouds allow for browsing among related concepts, broader and narrower terms, names, places, etc. offering a freedom beyond outlining or taxonomy. A teacher who asks a learner to “show me your tag cloud” will see the various directions a student’s research, and her thinking, is taking.

We can teach students to control their own information worlds. By selecting relevant RSS feeds, they restructure search dynamics, channeling information to automatically flow in their direction, personalizing their own stream of information. As students find relevant information and news sources, we need to guide them to seek RSS buttons and capture those feeds.

Interactive survey sites allow students to design and conduct original research. Using tools like SurveyMonkey http://www.surveymonkey.com/ and SurveyScholar http://www.surveyscholar.com/, and Zoho Polls http://polls.zoho.com/, students can easily collect data and graphically describe their results. Surveys are truly authentic experiences requiring students to navigate through some of the sticky issues of inquiry–predicting question issues, deciding how large a sample should be, designing effective question formats—single choice, multiple choice, rating scales, drop-down menus. The sophisticated reports these sites generate eliminate some of the challenging statistical work previously associated with playing with survey data, forcing learners to focus on understanding and interpretation

The Internet fosters a search environment in which learners work independently, often in their rooms, often after midnight. There are fewer face-to-face opportunities for adults to intervene to help assess an information problem, focus a topic, suggest keywords and alternate vocabulary, or recommend a critical book or website or portal. While we should celebrate the independence of learners, we must recognize that any 15-year-old doesn’t really know what she doesn’t know.

As teachers and librarians in this new landscape, we have new opportunities to intervene, AND to have dialog, while respecting young people’s need for independence. Librarians can move their pathfinders to blogs and wikis, to open them to students and teachers for collaboration and comments. They can suggest search strategies and lead students to information types– primary sources, literary criticism, biography, news. They can lead students to the variety of information formats—portals of streaming media, wikibooks, ebooks, blogs, ejournals. They can lead students to global perspectives, diverse sources and points of view.

Fluency: Evaluating information sources

This fluency involves determining accuracy, credibility, and relevance; distinguishing among facts, points of view and opinions; and selecting the most useful resources for a particular information need.

The traditional publication process made evaluation a much simpler skill back in the days before digitization, and in the days before information assumed new democratic formats. And while it was easier to teach evaluation in a controlled world, a world where resources fit into neat little boxes, we now live in a wonderfully rich confusion.

New, as well as traditional questions emerge as learners evaluate the information they find. What is authority? Whose voices are valid and when? Is it best to examine the collective knowledge of the public, or the expert knowledge of academics? What is the information context? Is it a casual information need or a formal or critical project? Are we investigating a breaking issue for which scholarly material does not yet exist? Is the best source likely to be: scholarly, popular, trade; “on the ground” and timely, or retrospective and reflective; primary or secondary; biased or balanced? Who is the audience for my project? Is it a professor who values scholarship and depth?

Just as mega-store sites like Amazon address the long tail or the niche market, the Web, and blogging especially, promote the flourishing of the niche opinion, a great democratic concept, but a challenge for learners struggling to evaluate context and bias.

How should students evaluate and select blogs as information sources, with Technorati (http://technorati.com) currently tracking more than 72 million blogs? Blogs are essentially primary sources. They can provide lively insights and perspectives not documented by traditional sources. They compare in some ways to a traditional interview, with the speaker controlling the questions. Ripe for essays and debate, blogs present not only the traditional two sides of an issue, but the potentially thousands of takes. And those takes take less time to appear than those documents forced through the traditional publishing or peer review process. Blogs allow scholars and experts written opportunities to loosen their ties and engage in lively conversation.

Over the past couple of years a big issue in learning to evaluate has been what to do about Wikipedia. Its content is heavily accessed; its articles appear on nearly every result list. Its democratic editing process provokes questions relating to the wisdom of crowds and the value of experts. Wikipedia forces us to examine the dynamic nature of information and to explore how knowledge is built. Whom do we trust and when do we trust them?

If a project has to do with breaking news, a hot topic, technology, or popular culture, Wikipedia may be the very best place to start. One of its advantages over print is that it is not limited by traditional publishing restrictions of cost or size. It is able to address the long information tail, providing something for nearly any interest.

But when teachers encourage students to find scholarly materials, Wikipedia may not be the best place to start. Academics, concerned about tenure and promotion generally find other avenues for publication. High school and university students need to know that teachers and professors will expect them to reach beyond Wikipedia.

Evaluation also involves reflecting on your own work. How might it have been more effective? How could I have done a better job?

Fluency: Digital citizenship and information ethics

These fluencies involve contributing positively to the learning community; respecting diverse points of view; practicing safe, ethical, and responsible behavior regarding information; recognizing the principles of intellectual freedom; respecting intellectual property; and promoting equitable, democratic access to information.

It’s increasingly tough to model respect for intellectual property in a world of shift and change, in a world of mixing and mashing, in a world of ubiquitous sharing, casual online communication, and pirating. Debate continues to rage regarding how to balance users’ needs for access to information while protecting the rights of content creators to profit from their labors.

Students are rightly confused and frustrated. The Pew Internet & American Life study, Teen Content Creators and Consumers, quoted researcher Mary Madden in its press release http://www.pewinternet.org/PPF/r/113/press_release.asp

Today’s online teens have grown up amidst the chaos of the digital copyright debate, and it shows. . .At a time when social norms around digital content don’t always appear to conform with the letter of the law, many teens are aware of the restrictions on copyrighted material, but believe it’s still permissible to share some content for free. (Lenhart & Madden, 2005, Press release)

Can we guide students to behavior that is fair and just and respectful of intellectual property without compromising their creativity and enthusiasm? Today, a single student project might incorporate downloaded video clips, music, and art, as well as quoted text. It is also likely to be broadcast.

When projects stayed in our classrooms, limiting the amount of borrowed content and simple documentation were generally enough for students to ethically use the creative work of others. With students regularly publishing and broadcasting beyond classroom walls, they need to take greater care and use new strategies when they borrow the creative works of others. On the Web, it is not always possible to get permission from or even identify a content creator.

We can help by teaching students about information ethics when they produce and post media. We can ease some of the confusion by teaching students about the new flexible protections and freedoms made possible by Creative Commons http://creativecommons.org/ licensing.

Even simple documentation is complicated by the fact that the official style books have not kept up with students’ new array of information choices. If we expect ethical behavior, we have to make it less painful for learners who want to behave ethically. Even before the examples hit the standard style manuals, we should facilitate students’ ethical behavior by adapting and modeling citation formats for blogs and wikis and podcasts and whatever is coming next.

Social responsibility is also about etiquette. Bloggers do not have editors. Bloggers blog on the spot. Rash thoughts may be posted before a blogger really chews on an idea, before rational thought has time to take over. In classroom blogs, learners should argue and debate and criticize. They also should be sensitive and respectful. As teachers, we can inspire a degree of impulse control for learners who blog.

Social responsibility extends to interactions wikis, as well. In class wikis, we may need to discuss and establish guidelines for how we modify information and negotiate content. Guidelines for wiki construction could be class-generated, with the wiki’s about page serving as a kind of charter for behavior, trust, accountability, and contribution. These guidelines should serve to build the culture of the wiki. Even in an open authorship environment, participants should see both freedoms and responsibilities relating to the community.

As teachers and librarians, we too have responsibilities. While we look out for the safety of our students, we must also protect their access to the information and communication tools they need to learn effectively. We must speak up against initiatives that prevent access to critical tools for learners.

Fluency: Synthesis and organization

This fluency involves the ability to see information patterns, to analyze information, to organize ideas, and to effectively weave together ideas and content from multiple sources to create a coherent new whole.

Web 2.0 presents the ultimate opportunity for teaching synthesis. Students who effectively use Web 2.0 tools, synthesize effectively.

Wikis promote a jigsaw style in which learners can divide a research task and share individual expertise and insights to complete an information gathering task or answer a driving question. Wikis may be one of the best tools for helping students to learn how to collaborate and build text-based knowledge as they incorporate information from multiple sources, consider diverse ideas, learn how to edit, integrate feedback, and negotiate the content of multiple authors. Additionally, peer collaboration and distributed authorship remove some of the “drama” associated with top-down assessment. Wikis shift the onus of correction and improvement from the teacher to the community. Teachers can assess the work of the group, as well as individual contributors to the wiki community through its history pages. A growing number of online tools also support collaborative writing and other types of information synthesis. They include: Google Docs and Spreadsheats, ZohoWriter, Celtx (for scriptwriting and storyboarding)

AjaxWrite. I cannot imagine planning a group writing project without using a wiki or an online writing application. Bernie Dodge’s Design Patterns for EduWikis http://edwiki.org/mw/index.php/Design_Patterns_for_EduWikis lists the impressive ways wikis might be used by learns.

Blogging is also essentially about synthesis, with emphasis on the blogger’s voice as he or she engages in dialog and debate. Blogs foster the kind of risk-taking writing that may not happen in the traditional five-paragraph essay. In this new form of public writing, students can share ideas before they are fully formed and solicit and use the ideas of others as they clarify build their own. Bloggers learn to connect with audience, to express their messages in concise space and in more conversational tone. Bloggers learn to weave their own voices into personal, unique communication products, developed over the course of time. Students can blog their research experience (we created a template). Students can use blogs to host their literature circle discussions. They can blog in the voice of a character with the goal of enhanced understanding based on synthesizing discussion.

New media projects as digital storytelling, inherently involve synthesis as learners select and weave words, images, sound, and video together into a coherent composition to conveying meaning, knowledge, and personal perspective. Using editing tools like: iMovie, Final Cut, and GarageBand, students compose and share original media, incorporating the relevant ideas and creations of others. If we are to teach synthesis in a 21st century landscape, we need new strategies for encouraging and assessing synthesis in these innovation creations.

Fluency: Creating and communicating new knowledge

This fluency involves seeking excellence in knowledge generation, collaborating, and contributing positively to the learning community.

What’s changed in terms of communication of knowledge? Web 2.0 is the perfect sandbox for our students to authentically hone this information fluency.

We’ve always worked to inspire students to improve their writing, research and communication skills. Web 2.0 shifts writing and composition in critical and exciting ways. Web 2.0 means audience. Learners now have the potential for a truly authentic and globally connected audience. Learners are discovering real reasons to research, to write, to tell their unique stories. They can use new media tools to stream and share in ways that truly showcase their personal talents. Learners are discovering that research can be collaborative, community-based, media-rich, and exciting.

Writing, or public writing, doesn’t come naturally to all students. Through classroom blogging, we prepare students to write effectively and regularly for many purposes, and for varying audiences. We prepare them for the types of blogs they will likely find in academics and business—for those blogs that are used for project management, professional communication, customer communication, and for college courses.

Through their writing and research contributions in wikis, learners learn to collaborate, to share responsibility as a team member, to create together. Wikis represent a version of the peer review process for non-academics. In wikis, students help each other as they grapple with such writing challenges precision of word choice and accuracy.

Communication in the future will likely be increasingly collaborative, geographically agnostic, and multimodal. But even when paradigms shift, some things stay the same. Those who can use information to communicate effectively have clear professional and academic advantage. The learner and the worker of the future must be able to ask the important questions, use information create thoughtful and compelling arguments, back their arguments with solid evidence, make decisions and reach conclusions. This type of brain work may result in a streamed multimedia presentation or a digital story. It may also result in a formal corporate white paper posted as a PDF.

I want my students to be fluent for all information formats– traditional, current and emerging. They should be able to identify a wide array of information and communication strategies and choose the ones that best meet their needs. But wherever the information they need lives, whatever the vehicle they choose for communication, they will be more successful if they can weave some sturdy old threads into the fabric of their communication. They will be more successful if they can effectively and ethically access, evaluate, synthesize, and communicate in whatever version of “Web” we experience. Teachers and librarians together can prepare learners to produce work that will last the test of time.

For links and references, visit Joyce’s Information Fluency Wiki: http://informationfluency.wikispaces.com

This article contains excerpts from the author’s contribution to Terry Freedman’s Coming of Age 2.0.

July 2, 2007 Posted by | 6. Issue 44, 7. Theme 44, USA, Web 2.0 | 10 Comments