Educational Origami

I have been wondering about what the role of the librarian is?

This is actually a hard question, some people might answer that they don’t think its changed, the role remains the same. I would argue that those people have libraries that have not adapted and changed with the world we live in.

Some might argue that their is no longer a role for the librarian. I would again disagree, I believe the role is so much more now.

So where do I stand? Librarianship as we know it has changed . It has changed as the mediums of information distribution of changed. It has changed as the speed of information growth has increased, it has changed as the access to online media has become increasingly ubiquitous. Therefore the role of the librarian has to change.

The Librarian is still the curator, but they have three key roles or features of their craft. They are the:

• Media Expert
• Ethicist
• Scholar

So what do I mean by each of these different roles.

The Many roles of the librarian

Curator – Maintaining the real and virtual space, the mediums and materials,the processes and standards that underpin the library as a center of learning and information. Critical to this role is the:

Media Expert, they have expertise in many different forms of Media, both the traditional book style format and the varied digital media

• Written Media – Book “style” media
  • mediums
    • paper based  – books, journals, magazines etc
    • electronic – ebooks
  • roles
    • access – they know where to access these resources, whether this is by ordering from the national library or such institutions
    • order/purchase/archive/disposal – they can manage the lifecycle of the resources from discovery to acquisition to disposal
    • Retrieve and distribute – they are able to distribute these resources
    • review/validate – they are considered and critical about the veracity and validity of the resources
    • organise – they can organise in what ever required form or process the materials
• Other Media
  • mediums
    • Audio visual – video, film, television, radio, podcast, vodcast, online media (youtube, clickview, teachertube etc)
    • internet based – webstes, encyclopedia etc
    • Video conferencing- accessing primary  sources
  • roles
    • access
    • schedule and record – where applicable they can schedule and appropriate record and archive materials
    • order/purchase/archive/disposal
    • Retrieve and distribute
    • review/validate
    • organise

Ethicist – The Librarians second key role is that of the ethicist. They understand the complexities of ownership, attribution, copyright, fair use, creative commons and intellectual property. They support and assist in the development of suitable ethical practice, acting as role models, guides and facilitators

• Information fluency leader (see http://fluency21.com)
  • asking good questions
  • acquire suitable resources – online and off line, primary and secondary sources
  • analyse – validity, accuracy, reliability
  • apply – apply to learning experience/opportunity
  • assess – debrief, assessing process and accuracy
• Copyright
  • understand copyright law, intellectual property, ownershipand attribution
  • apply ethical principles appropriately
  • understand fair use, and apply this
  • Creative Commons
    • liciencing
    • accessing
    • publishing
    • Acknowledging
• Bibliography
  • APA
  • MLA
  • other

Scholar – The librarian also has a scholarship role. Understanding adn supporting inquiry, promoting and teaching process working with curriculum leaders, teachers, students and parents to support learning. Applying their diverse skills to maximise the learning opportunities

• Understand the inquiry process – embedding this into everyday practice and process
• Deep understanding of and assisting in the development of information fluency
• Linking to curriculum areas
  • planning for units of learning
    • order suitable resources at suitable levels in suitable mediums
    • support the learning process
      • asking good questions
      • acquiring suitable resources
      • analysing validity
      • applying it to learning
      • assessing
  • supporting the development of units of learning
  • reviewing
• Understanding of current stock, physical and electronic – able to apply to clients learning requirements, age, interest
• Understanding of search engines, databases etc. able to apply understanding in age appropriate modes

This isn’t a role that is limited to the physical confines of teh library. That is an artifical limitation that is, I believe, self imposed. It is a role that touch all aspects of teaching and learning.

IS this a complete list? IS it a job description? No, but its my thoughts on a starting place for what a librarian is…

What have I missed? How many people would say they are already doing all of this and more?

privacy
noun [ mass noun ]
a state in which one is not observed or disturbed by other people: she returned to the privacy of her own home.
• the state of being free from public attention: a law to restrict newspapers’ freedom to invade people’s privacy.

[Dictionary Version 2.2.1 Apple]

I read this morning in Stuff that Google Glass is being send out, for a small fee, to the lucky winners of the contest held in the US (8000 winners and US$1500 per pair) – http://www.stuff.co.nz/technology/gadgets/8573092/Google-Glass-distribution-begins-this-week

The Google glass’es look amazing and they are the forerunner of a wave of wearable technologies. In fact the Horizon report for 2013 – higher education edition has wearable technology on its 4-5 year horizon – http://www.nmc.org/publications/2013-horizon-report-higher-ed and http://www.nmc.org/pdf/2013-horizon-report-HE.pdf.

Google glass is the start of what we are to see, but I am left wondering if the price we pay for these technologies isn’t just financial but also with our privacy. I love the the idea of voice activated functionality, the immediacy and potential that this technology has. The promo videos are amazing, but they are meant to be. The concern is giving all my information to Google. (I know that’s an exaggeration, but…..)

Would Google, or in fact any other global cooperation actually be interested in me beyond the general trends about what I do and see? I don’t think so, I am not that interesting, but the general trends that I contribute to that is a different matter. Am I prepared to pay this price for the potential that these technologies hold? Yes, I think I am, because with my member ship of social media site, I have already given this away. But my decision must be a conscious one, informed, aware and deliberate.

Resources:

http://www.google.com/glass/start/

http://www.google.com/glass/start/how-it-feels/

Above video on Youtube – http://www.youtube.com/watch?v=v1uyQZNg2vE

Social media, like twitter or facebook, is neither positive or negative. It isn’t good or bad, its just a tool, a facility or a feature we can use. On the traditional medias like television these mediums are collecting a bit of criticism for the comments, tweets and posts published in light of the recent tragedies we have witnessed in the US.

Its not the medium that is at fault here, rather it is the behaviours of the users that is more of a concern. We have seen the power of twitter to help facilitate the change or regimes in the Arab Spring, to break the news to the world of devastating earthquakes in China. But we have also seen it used to organize flash mobs in the London riots or recently to do the equivalent of spreading rumors in the digital medium around the unfolding nightmare that is the Boston marathon.

There has to be balance.

As a good digital citizen we are expected to:

• respect and protect yourself – looking after yourself
• respect and protect others – looking after others
• respect and protect property – looking after property

Part of respecting and protecting others, is considering the impact, accuracy and significance of the material that we post. While sometimes the tweets we post can change the world in a positive way. Sometimes, the speed and ease at which we can post these comments and the potential size of the audience we can reach means we need to consider the impact, importance, significance and relationships effected by the material we post.

In a world of immediacy, and instant communication we need to stop, take a deep breath and wait. Taking a considered and deliberate pause, and then……

Resources:

Digital Citizenship – http://edorigami.wikispaces.com/The+Digital+Citizen

The Fluencies – http://fluency21.com/fluencies.html

This is a very interesting infographic examining generation media consumption http://adage.com/article/adagestat/infographic-generational-media-usage-time-day/229831/ especially if we start to link this with the recent BBC article and the anecdotal vignettes from teenagers about their sleepless habits – http://www.bbc.co.uk/news/magazine-21876118

There is a definite digital citizenship aspect to this. The students in the BBC article are not looking after themselves or others. They are struggling to maintqain healthy relationship and this is supported by the inforgraphic showing the timing of their technology use.

Source: http://travelblog.portfoliocollection.com/FeaturedImage/BBC-Africa1.jpg

The kids have just finished watching the final episode of the Brilliant BBC series Africa, hosted and narrated by David Attenborough. As we watch the last part of the last episode, Attenborough made a point about the importance of the wild places and the need for these to sustain the planet.

The series was predictably brilliant, and for those schools in New Zealand who subscribe to screenrights, you can record and use this legally in our classes.

But the point that Attenborough makes about the importance of preserving the wild places and their vital role in powering the planet is important, but unless you experience “the wild” then often this is a concept with out support and or experience. To be able to understand the beauty, scale, size, variety and critically importance of these wild places can only be touched on by documentaries like Africa. That is not to decry the brilliant cinematography, stunning vistas and awe inspiring settings. But the wild is not just visual, it is not just sound it is a holistic experience.

To gain an appreciation of the diversity and complexity of the outdoors, of the wild places, it is best to experience them, even if it is in a limited setting.

I am fortunate that my school takes all of our students out for an Outdoor education week, and we run outdoor education as a subject at senior levels. It encourages adventure sports, promotes the brilliant duke of Edinburgh scheme and happily supports the Roots and Shoots club based on the work by another legendary figure in Biology, Jane Goodall.  Outdoor education is a medium for understanding, experience and developing a passion for the wilder places, and the need to conserve them for not just our future generations but for our very survival.

Outdoor education as a subject, and as an event is potentially one of the keys to our survival.

 Screenrights - http://www.screenrights.org/content-users/new-zealand-services

Here are a selection of interesting articles on education, technology and digital citizenship:

New Zealand Herald

Defence force highlights social network dangers – http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10870096 – This is a Digital citizenship basic concept, look after yourself by not posting information that can potentially put you at risk. For these guys it could be life and limb at risk

Dotcom’s shut down good for studios – http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10870142 This another DC related post, this time for respecting and protecting intellectual property. The big studios are reporting they are better off now Dotocom’s Megaupload is Mega closed.

New MOE figures show its true – Kids struggling at maths – http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10870138 – Basic arthimatic skills are suffering. This is a bit of a powder keg, but its actually very healthy to take a critical eye and look at what we do. We expect our kids to be reflective, we need to model this.

BBC News

US state (south Dakota) to arm teachers – http://www.bbc.co.uk/news/world-us-canada-21722377 This is sad. This isn’t how you fix a problem, by introducing more of the problem into the system. The answer isn’t peace through superior firepower.

Web based brain for robots goes live - http://www.bbc.co.uk/news/technology-21714191 - This is both cool and alarming at the same time. The opening paragraph explains it

” Robots confused about what they encounter in the world of humans can now get help online. European scientists have turned on the first part of a web-based database of information to help them cope. Called Rapyuta, the online “brain” describes objects robots have met and can also carry out complicated computation on behalf of a robot.”

I will keep this in mind next time I encounter a robot on the street.

Stuff

Your new boss is a robot – http://www.stuff.co.nz/technology/gadgets/8399881/Your-new-boss-is-a-robot  – This robot being developed by MIT is learning to run a factory and give orders to artifical co-workers – this is an interesting topic and links with the interesting BBC article abot the web based brain for robots

3D printing revolution: Rethinking form – http://www.stuff.co.nz/technology/gadgets/8394655/3D-printing-revolution-Rethinking-form  – Fascinating article and the example of use are amazing – 3D printing is becoming affordable for the classroom and schools. This is a trend to watch.

One NEWS

News Corp unveils new tablet for schools – http://tvnz.co.nz/technology-news/corp-unveils-new-tablet-schools-5362867 – Interesting – an android powered tablet for schools, particularly secondary schools. “digital innovation to transform teaching and learning” hum

3 News

Beer Goggles to raise awareness of drink-driving – http://www.3news.co.nz/Beer-goggles-to-raise-awareness-of-drink-driving/tabid/423/articleID/289563/Default.aspx – This a driver education tactic by Auckland transport. I like it and its worth doing. I use a similar concept with my senior IT students when we are looking at accessibility and disability with computers – earplugs, glasses, think gloves you name it we try it.

I am working on an end of unit review that I want to use with all of the teachers in my faculty. The purpose of the review is multiple:

• I would like the students to give us feedback on the unit of learning they have just undertaken
• Assessment and learning objectives should be clear and transparent, again I would like feedback on this
• Teaching and learning should be purposeful and deliberate
• The students workload and the level of challenge in their learning needs to be appriopriate
• learning should be engaging, motivating and have logical structure and flow.

I would appreciate feedback on this review tool (download the PDF file here End of Unit Review Questions)

Here are a couple of useful links that I have come across recently.

1. Educause  - 7 things you should know - http://www.educause.edu/

There are two recent updates in this useful series. The first is collaborative learning spaces and the second infographics tools. We are seeing across education a shift towards learning happening not just in the classroom but beyond. Collaborative learning spaces are useful tools that allow a common point for the learners to link to.

• http://www.educause.edu/library/resources/7-things-you-should-know-about-collaborative-learning-spaces
• http://www.educause.edu/library/resources/7-things-you-should-know-about-infographic-creation-tools

2. The commoncraft show - http://www.commoncraft.com

This is one of my favourite sites and I am happy to pay the annual membership to get access to these resources. You can access this site for free and view the videos by going to http://www.commoncraft.com. There are three things that are worth highlighting on this site at the moment:

• http://www.commoncraft.com/blog  - this blog has a number of very useful tips and posts about constructing your own explanation videos – its good reading
• http://www.commoncraft.com/new-video-credit-card-responsibility-0 This is an appropriate video that would be useful in the social sciences and economics as well as at home. Credit card responcibility
• http://www.commoncraft.com/new-video-email-access-explained-common-craft This is in the tech series and is useful resource

3.  Robotics articles in the news

Robotics has recieved a little bit of press recently and here are some useful articles from my twitter feed (@achurches)

• When are we going to learn to trust robots - http://www.bbc.co.uk/news/magazine-21623892
• Robot warriors: Lethal machines coming of age - http://www.bbc.co.uk/news/magazine-21576376
• BigDog four-legged robot now sports throwing arm http://www.bbc.co.uk/news/technology-21630212
• Police use drones to catch criminals - http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10868674

In the last day or two, privacy and surveillance have been regular features of the online news sources I read and twitter articles from (@achurches). Globally, we are seeing (IMHO), an increase in surveillance and correspondingly a potential decrease in privacy.

The New Zealand Herald  reported in two articles that the police are using drones for surveillance and that A new “super spy” camera with facial recognition is being used to monitor the crowd at Eden Park, recognising trouble makers and recording faces.

• http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10868668 - Super camera spies on crowds at Eden Park
• http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10868674 – Police use drones to catch criminals

Here is an interesting quote from the “super camera” article  -

“Recent advances in CCTV technology have brought warnings from overseas privacy advocates. In the United Kingdom, new 16-megapixel HD cameras can pick out a face more than 800m away, and match it against wanted people. Such technology scans faces and “maps” their points out into a series of algorithms. Comparisons can then be made using facial recognition software to verify people’s identity.“ http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10868668

How comfortable do you feel with your face and data being matched against a database of “wanted people”?

Its not just security cameras that are of concern to young people. TV3 reported that 1 in 6 secondary school students didn’t see a doctor or nurse when they needed to over a year period and that one third report it was privacy concerns that were a reason for this. http://www.3news.co.nz/Young-people-concerned-about-privacy/tabid/423/articleID/288722/Default.aspx

We live in a connected community and world where much, if not everything, we do is recorded and public. Our students need to be aware that they live in this connected world and that there actions are no longer private. We might want to complain about the invasion of privacy, but we can’t change this and the level of surveillance is going to increase. Awareness is critical, understanding of their and our rights to privacy is important. Also encouraging behaviours that are going to protect privacy. http://edorigami.wikispaces.com/Digital+Citizen+AUA

These articles are a great stimulus for discussion and debate around privacy and surveillance.

I have watched the theatrics of Kim Dotcoms opening of his new site MEGA https://mega.co.nz with a degree of distaste, but what concerns me more is that under the banner of privacy, Dotcom has divorced himeslf from responsibility for the use of HIS site.

To protect the privacy of the users, everything uploaded is encrypted and the administrators and staff do not have the encryption keys, therefore in a move reminiscent of Pontius Pilate and the classical monkeys that can see no evil, hear no evil etc the company absolves itself of any responsibility for the use of the site.

It is obvious that this site will now become the trading hub for those who distribute child pornography and other such abuse. Protected by  encryption and safe in the knowledge that the administrators, even if requested or ordered by the courts, are unable to provide access they will ply their abuse with little concern.

The site will become a center to for the pirates who again under the banner of “privacy” will trade other people hard work, skills and IP with disregard for their developers rights of ownership and their right to profit from their time, investment, effort and work.

I think it is time we balanced the need for “privacy”, self interest and self indulgence with the greater good. Just because you can do something, in this case developing a site that allows any form of use while accepting no responsibility for its use, does not mean we should. Privacy in this case  is a catch cry for not accepting responsibility and avoiding accountability.

http://nz.news.yahoo.com/a/-/technology/15936784/specific-knowledge-important-in-considering-legality-of-mega-website/