Tapping the Tools of Teen Culture in the LMC

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					Tapping the Tools of Teen Culture in the LMC
Author: Aaron Schmidt, http://www.mmischools.com | September 7th, 2007
Communities: Cool Tools




Tapping the Tools of Teen Culture in the LMC [Available Full-Text, Free]
By Aaron Schmidt - Posted Sep 1, 2007
http://www.mmischools.com/Articles/ReadArticle.aspx?ArticleID=13115


On Dec. 13, 2006, TIME named us all Person of the Year. The cover read, “You Control the
Information Age. Welcome to Your World.” It should come as no surprise that this
declaration set the Web atwitter. Some people saw TIME’s choice as a validating instance
of mainstream media recognizing the shift occurring in the production of information and
online content. For younger people, the people we’re teaching in our school libraries, there
was no shift to recognize. Many of them have never known an information landscape
without things such as blogs, YouTube, MySpace, and instant messaging. They’ve always
known the Web to be not just for reading content but for writing content as well.


Let’s not mistake their acquaintance with Web 2.0 for expertise. While our students might
be able to click through Web sites with ease and change the layouts of their MySpace
profiles in the blink of an eye, there are still many things we can teach them about the
read/write Web. There are also many ways we can teach our students using the read/write
Web. Underlying these opportunities is the possibility to use the read/write Web to discuss
the issues of authorship, authenticity, and the production of information—all topics for rich
discussions of information literacy.
This article will provide a cursory review of some of the best online tools you can use to
excite teachers and to prepare students to be active agents in today’s participatory
culture.


Start a Conversation


Don’t think of Weblogs as a certain type of Web site. Certainly there are plenty of blogs
that fill the “online diary” stereotype, but we’re not necessarily concerned with these here.
Think of Weblogs from the back end. Blog systems are powerful pieces of software that
allow nontechies to publish things on the Web. That highlights their potential a bit more,
doesn’t it?


Ease of use isn’t the only reason you should employ blogs. An important reason is the
availability of interactivity. Usually blog posts are enabled to receive responses through
comments. Blog posts and comments are a great way to get students talking about books
online, and this is already taking place in commercial venues. See the Readz section of the
tween blogs site AllyKatzz (www.allykatzz.com/page/clubs/readz), for example.


The blog Student Reflections on Night by Elie Wiesel (http://nightwiesel.blogspot.com) is
an example of students responding to posts about a book through comments. Students
can also use blogs for creative writing purposes. They might really enjoy writing a blog
from the perspective of a book’s character or historical figure. Whatever content they are
putting online, they are sure to be engaged with the process of blogging more than the
process of turning in a document to a teacher.
Google’s Web-based Weblog system, Blogger (www.blogger.com), is a good place to start
because you can have a free blog up and running in less than 10 minutes. If you’re at a
loss for what to put online, use content that you’re already preparing for use on paper.
Better yet, put your book talks into text and post them online. Like most online tools,
there are a variety of privacy settings you can explore to best suit your needs. If you want
to go beyond blogger, check out
Edublogs (http://edublogs.org), which is a free Weblog hosting service for educators and
students. The software it uses is the current darling of the blog world: WordPress. If you
get serious about integrating Weblogs into your curriculum, you (or your school’s IT
department) can download your own version of WordPress (www.wordpress.org) and host
it on your school’s server. This is the most technically difficult solution, but it will afford
you the most control over your blogs.


No More FrontPage!
School librarians often make Web pages for teachers who want some of their units to be
online. Skill and time restraints have often forced school librarians to use the now-
discontinued Microsoft FrontPage to accomplish this task. The increased usability of wikis—
Web pages that can be quickly and easily edited—have pushed FrontPage further into
obsolescence.
Wikis are one of the best tools to increase collaboration among school librarians, teachers,
and students. School librarians can hold instructional sessions and show teachers and
students how to edit wikis. Thus, the task of making a Web page for a teacher’s project
becomes an opportunity to empower teachers and provides an information literacy lesson
for students. Other uses for wikis include using them as a Web notebook with which to
collect links and information, as a brainstorming space, and as a way to make easy to
update pathfinders.


There are different levels of protection and security you can give your new wiki. The
popular and free wiki site PBwiki.com allows users make their wikis private by password
protecting them. Only people with the wiki’s password can see and make changes to the
wiki.


Pretty as a Picture
At first glance, Flickr (www.flickr.com) is a photo-sharing Web site through which people
can easily upload photos to the Web. Looking further, you’ll notice that Flickr is a large
pool of user-generated content and an interesting example of everyday people cataloging
information and working with metadata … for fun! Users can tag the photos they upload,
creating a searchable keyword index to the photos on the site. Flickr aggregates all of
these tags and assembles them into a tag cloud, which is a visual representation of the
tags used on the site.


While students might be bored to tears if you lecture them about formal taxonomies
versus folksonomies, there are still a number of ways you can use Flickr in the LMC. Flickr
can be searched by tags, or full text, including photo titles and annotations. A Flickr
scavenger hunt might be a good way to talk about search strategies and the reliability of
user-generated content. Photos can be organized into sets on Flickr. Having students
upload images to Flickr, group them into sets, and provide text annotation is a way to get
them more interested in presenting their book reports. Use Pictobrowser
(http://pictobrowser.com) and your Flickr account to easily create an online slide show of
photos. There are many tools available at fd’s Flickr toys (http://bighugelabs.com/flickr)
that you and students can use to make magazine covers, motivational posters, and more
out of Flickr photos.
Buddying Up to IMers
In schools, instant messaging (IM) is often maligned as a social distraction. It is indeed a
channel for powerful social interaction, a fact that has secured a place for IM in young
people’s life toolkit. For many of them, IM is the preferred mode of communication; it is as
important as—or even more important than—phone and email correspondence. Some
libraries are responding to this by being available to communicate with their users via IM.
This meets IMers where they are and removes a barrier to service.


People who IM the library often add the library’s screen name to their buddy lists, which
are lists of online contacts. Libraries become the “buddies” of IMers. What a great
relationship to cultivate! When libraries are on a student’s buddy list, the library has a
near-permanent presence in his or her online experience. Along with friends and family,
the library is there as a trusted source of information.


One of the best things about starting IM in your library is that the software is free. AOL
Instant Messenger (AIM) is the most popular IM service for young people, so be sure to
register for an account on their Web site (www.aim.com). You can download the AIM
software, but if you don’t want to bother (or it isn’t allowed in your institution!), try using
a no-download Web-based service such as meebo (www.meebo.com). If all forms of IM
are blocked in your school, you’ll have to have a conversation with the IT department and
school administration.


Be the Change
School librarians wanting to start new, interactive Web projects often face resistance from
school administration. Is there an effective way to convince risk-averse administration to
green light your project? Tim Lauer, principal of Lewis Elementary in Portland, Ore.,
highlights the fact that “school librarians are in a unique position to help students,
teachers, and administrators understand the challenges and opportunities that present
themselves as technology and communication tools change and take on a more social
nature. Ignoring these changes will not make them go away, so it is imperative that we
help our students learn the responsible use of these technologies.” It is this urgency that
needs to be expressed to resistant colleagues. If we continue to let other librarians,
teachers, and administrators stick their heads in the sand, we’re not successfully filling our
roles of information professionals.
Aaron Schmidt is director of the North Plains Public Library in Oregon. He also maintains
the Weblog http://walkingpaper.org and is a frequent presenter at library conferences.
Contact him at librarian@gmail.com.


Choices, Choices! Do I Wiki or Blog?


Blogs and wikis are both tools that enable people to get content online. Once you play with
both tools, you’ll soon discover that blogs are good for displaying content in order and
archiving that content. Wikis don’t automatically archive content like blogs, and it is easier
to keep certain content


in one place. When using blogs, new content pushes older content off the page into the
archives. Generally speaking, blogs are good for always having current, different
information on a page. Wikis are more Web-like and are good for having multiple, linked
pages that hold specific content. Looking at the Wikipedia page for a certain topic and then
a blog that covers the same topic will highlight the differences.
Resources for Keeping Up With Teen and Tech Trends
“2007 Horizon Report” by The New Media Consortium and EDUCAUSE
(www.nmc.org/horizon/2007/report)
“Highlights six technologies that the underlying research suggests will become very
important to higher education over the next one to five years.” Includes discussions of
social software, virtual worlds, and user-created content.
“Confronting the Challenges of Participatory Culture: Media Education for the 21st
Century,” by Henry Jenkins
(http://tinyurl.com/yyrdpl)
“Digital Natives, Digital Immigrants,” by Marc Prensky
(http://tinyurl.com/ypgvf)
A classic essay on the learning habits of young people.
Totally Wired: What Teens and Tweens Are Really Doing Online, by Anastasia Goodstein
This book cuts through hype and details how young people are using the Web.
Fans, Bloggers, and Gamers: Exploring Participatory Culture, by Henry Jenkins
Not only valuable for its content about the tech side of participatory culture, this book
examines fandom, a realm in which many teens enter.
Ypulse: Media for the Next Generation
(http://ypulse.com)
News and information about teens and tweens geared toward “media and marketing
professionals” is very useful for librarians wanting to gain insight into the preferences of
people that age.
Pew Internet Studies
(www.pewinternet.org)
These reports are useful for gauging what teens are doing online. The statistics provided
can help you make the case for interactive and engaging Web projects.
Social Networking Websites and Teens
(www.pewinternet.org/PPF/r/198/report_display.asp)
Teen Content Creators and Consumers
(www.pewinternet.org/PPF/r/166/report_display.asp)
Teens and Technology: Youth are Leading the Transition to a Fully Wired and Mobile Nation
(www.pewinternet.org/PPF/r/162/report_display.asp

				
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