Sunday, April 8, 2012

Hybrid Learning


I really like the idea of hybrid learning.  After going through two online courses (this one and one in my undergrad) I can say with confidence that having at least one or two in-person sessions with the instructor or entire class would have made my experience in these courses much better.  I think having that extra personal connection would definitely motivate me to work harder and also make me feel more in touch with the course content.  I see Keelan at school at least once a week, and chatting with her about this course face-to-face makes me feel much more connected to the class and my classmates. 

SL is of course very useful to overcome these obstacles, and adds a hybrid element to this exclusively online course.  However, in my opinion, nothing can completely replace human interaction. 

I know some people prefer distance courses to in-class.  As I’m a bigger fan in-class sessions, I’m curious to know how the people who prefer online courses feel about the idea of hybrid learning?  

Monday, March 12, 2012

Mobile Devices & Distance Learning


I agree with the general sentiment of this week’s articles: that mobile devices have become extremely popular and that that educational institutions and libraries must capitalize on this popularity to remain current and effectively reach their students/patrons.  I was especially interested in the idea of increasing the use of mobile phones in education in developing countries where most people have a cell phone though they may not have access to computers or the physical spaces of educational institutions.   While I agree that mobile devices could be invaluable in this type of situation (I remember in particular the example given of villagers in a small local clinic being able to text with a doctor in a city hospital)  I don’t think basic cell phones  can effectively be used as the main access point to distance courses.  While cell phones (think basic phones, not smart phones) can certainly be useful to supplement a distance learner’s experiences, reading or writing large documents can be difficult or impossible.  Once BlackBerries or iPhones are more affordable then I can see distance learning in developing countries  relying more heavily on cell phones, but for now I think that traditional methods – email, mail, CMS websites used on a computer – must remain an important part of distance courses.  That being said, I still believe that libraries can capitalize on the widespread use of cell phones, even in developing countries.  For example, sending text messages to alert patrons about library news could be an effective outreach strategy. 

Monday, March 5, 2012

Integrating library services in CMS


As I read through the materials for the “CMS and LMS” unit of this course, one idea that stood out to me was that students have a “preference to stay inside their own domain (for example WebCT). Students are reluctant to leave their course environment even to access important information and their learning is contextual.”  (Lynn Copeland, “There Be Dragons,” p. 203).  This statement was reiterated in the article “Linking Students to Library Resources through the Learning Management System:” “Students are course-centric in their work and library resources need to be presented to them in that context in a convenient place” (466).  As a student, I definitely agree that having everything you need to complete a course in one place is an ideal situation, and was excited to read about the work being done at Ohio State University to integrate library services into the institution’s LMS. 

After reading about the OSU program, I wonder: How many other schools have programs like this? How much money/resources did it really take for OSU to get this program running (the article mentions the use of grant money several times), and how feasible is it for smaller schools to start up a program like this?  Finally, would it be feasible for OSU to somehow package and provide their system to other academic libraries/IT departments, hopefully for less money that it would take for other schools to start from scratch? 

Saturday, February 11, 2012

Week Four & Five Reflection


The concept that has stuck with me most as I have completed various readings over the last few weeks is from S. Thompson’s chapter “Teaching in  a Virtual Setting” from Virtual Worlds: Real Libraries.  It is Thompson’s insistence that online educational platforms are “less likely to trigger social anxiety than ... face-to-face communication” (168) that has troubled me since I read this article a week and a half ago.  Thompson mentions this advantage to online education several times in her article, yet I find that social/communication anxiety has been the major inhibitor of my experiences in online courses currently and in the past.  I feel much more nervous and self-conscious about having people read my writing than I do about speaking in class and this often stops me from writing as much as I could to participate in online discussions. 

As I continue with this week’s readings, I find myself wondering about the level of academic librarians’ presence in their institution’s course management systems.  In our library scan assignment we were unable to examine this part of a librarian’s role in distance learning as CMS sites almost always require a username and password provided only to students and faculty.  It would be interesting to be able to compare and contrast librarians’ presence in different institutions’ CMS – for example, seeing whether they use the “micro” or “macro” method of integration as described in Elizabeth L. Black’s article “Toolkit Approach to Integrating Library Resources into the Learning Management System” (497). 

Sunday, January 29, 2012

Week Three Reflection


This week I had my first SL interaction outside the FIMS space which really helped me understand how SL can be a useful platform for educational experiences.  On Thursday evening I attended the “Nancy Drew and her Legacy” event at Mystery Manor.  I started out having some technical difficulties – the discussion leader said she was using Voice, so I thought we would all be using our microphones to talk to each other. I turned on my mic and it apparently made some really awful noises!  It turns out that the discussion was actually going to be set up so that just the leader used her mic.  We could all hear her, and the rest of the group members would type to each other.  The discussion leader read what we wrote and would comment and participate in the discussion out loud.  This was a really effective way running the event, as everyone could state their opinions without having to worry about interrupting anyone else. 

The discussion leader read an excerpt from the first Nancy Drew novel as well as an essay from a collection from the Nancy Drew Convention held in the ‘90s at the University of Iowa (the alma mater of Nancy Drew’s original author).  We discussed other female sleuths, and the contributions Nancy made to us as readers and today’s mystery novel scene.  It was a great learning experience and pretty fun, too!

Saturday, January 21, 2012

Week Two Reflection


The following is a reflection on the first two chapters of Sharon Almquist’s Distributed Learning and Virtual Librarianship, especially chapter two which discusses emerging trends in distributed learning and virtual librarianship.  I was especially interested in the discussion of the possibility of embedding librarians into online courses, as I recently completed a related project for my Academic Libraries class.  As a group member, I helped design a proposal for embedding information literacy librarians into online courses delivered via a course management system such as WebCT.  Although feasible, such a project would involve a lot of time to be diverted from librarians’ pre-existing commitments and may not be possible in smaller libraries where librarians are more thinly spread.  Our proposal also relied fairly heavily on the fictional library’s pre-existing information literacy resources and faculty-librarian relationships.  (If anyone is interested in seeing this proposal please let me know.  I tried to find the shared online version but one of my group members has removed it.)

This makes me wonder about libraries’ commitment to distance education.  Would all academic libraries, or public libraries in the same city as academic institutions, be willing to go out of their way to promote and improve their distance education initiatives?  The history of distance education presented by Almquist makes it seem as though distance/distributed/continuing education is a high priority for all libraries, but I am looking forward to doing the library scan assignment to see if this truly is the case. 

While exploring distance education in the Canadian context, I was surprised to see that the CLA Guidelines for Library Support of Distance and Distributed Learning in Canada haven’t been updated since 2000, especially considering vast and rapid changes that have occurred in distance education that have occurred in the last decade.  I feel these changes are better reflected in the ACRL Standards for Distance Learning Library Standards of 2008.  For example, the discussion of possible online facilities seems particularly skimpy in the CLA Guidelines.  Again, this makes me wonder about Canadian libraries' commitment to distance education.  

Wednesday, January 11, 2012

Week One Reflection


As I read through the course syllabus, I found myself thinking that virtual worlds like Second Life (SL) and what I consider “traditional” online teaching platforms such as WebCT don’t have much in common.   However, after reading Stefanie Bucks’s article and the first chapter of Tom Boellstorff’s Coming of Age in Second Life and exploring SL and the designer side of WebCT, I realize that they actually have many similarities.  Both are contained online environments that allow users/residents to build the world around them and interact with people that may be sitting in the same computer lab or logging in from a different continent.  Though they look different, both are a kind of virtual world that provide platforms for education. 

I wholeheartedly agree with Stefanie Buck when she writes on the value of becoming a distance education learner to broaden one’s horizons as a distance educator.  I am looking forward to immersing myself in the world of online distance education in order to (hopefully!) become an effective online and distance educator as I enter the librarian profession.  I also look forward to further exploring the similarities and differences between various online educational platforms, and finding out which ones appeal to me and why.  Hopefully this will provide not only useful technical practice as I enter the profession, but will also allow for some constructive personal reflection.  

---------------
Works referenced in this post:

Buck, Stephanie. "A Distance Education Librarian becomes a Distance Education Student: Switching Roles." College & Research News 72.1 (2011) 34-35.

Boellstorff, Tom. Coming of Age in Second Life. Princeton University Press: 2008.

Another term, another blog

Blog posts from here on in will be in regards to a course I'm taking this term: LIS 9751 Issues in Distance Learning for Academic and Public Libraries.  Previous posts were written for the Young Adult Materials course I took in the Winter 2011 term.  Feel free to peruse if you wish, though there's nothing too insightful or interesting down there!

Thursday, April 14, 2011

Twilight cartoon mentioned in class today

If anyone's still looking at these blogs, here's a link the Twilight cartoon/commentary Kelsey and I were talking about in class today:
http://theoatmeal.com/story/twilight

Sunday, April 10, 2011

Review 2: No Safe Place by Deborah Ellis

No Safe Place


Deborah Ellis

Toronto, Ontario: Groundwood Books / House of Anansi Press, 2010.

205 pp., pbk., $12.95.

ISBN 978-0-88899-974-0.

Grades 9 and up / Ages 13 and up.

Review by Sheela Sur.

****/4

excerpt:

     The small concrete yard was empty in the heat of the day, so Abdul had no problem crossing it and letting himself out through the high metal fence that separated the house from the street.
     He stepped into a city he didn’t recognize.
     It was as though God had picked up the world, shaken it madly, then let it fall through His fingers and scatter on the ground.
     The houses immediately around Abdul’s house all had pieces missing.  One had a huge hole in the roof.  Another had a hole in the wall.  Another had collapsed altogether.  There were big chunks of cement and glass everywhere.

Deborah Ellis’s No Safe Place is the story of three teenaged migrants who have travelled illegally from their home countries and, brought together by a corrupt smuggler, make the final stretch of their journey to England together in October 2009. 

     Ellis tells the harrowing tales of Abdul, a fifteen-year-old boy with a passion for song-writing who flees Baghdad after witnessing the violent murders of his father, mother, and best friend; Rosalia, a strong-willed Roma girl who escapes from northern Berlin after being sold to a brothel; and Cheslav, a gifted musician who refuses to face the brutality and suppression of a Russian military academy. 

  
   Their stories are believable and heartbreaking.  Ellis, author of The Breadwinner Trilogy, continues to expand the reader’s knowledge of the challenges that are faced by too many young people around the world every day.  The action is fast-paced but the characters are still given ample room for development.  This novel will work for the socially conscious reader, in the political science classroom, and as a riveting story for the teen reluctant to read.  However, the ending does not provide a tidy resolution and should not be read by someone hoping for a “happily ever after.” 

Highly recommended








Find No Safe Place at the London Public Library (Click here!)


Monday, April 4, 2011

The Virgin Suicides: A crossover book with a media tie-in

Talking about crossover books got me thinking about The Virgin Suicides, the subject of my digital booktalk video.  Not only is this adult book enjoyed by teens, but it has also been made into a movie!  The film is written and directed by Sofia Coppolla.  The script uses mostly excerpts from the book which makes it fun to watch if you've already read the book, and makes the book fun to read if you've already seen the movie.  I'm going to copy the link to my booktalk and my write-up for the assignment for those of you who want to know more:

Video: http://www.youtube.com/watch?v=7pV6XdcdbNM


Eugenides, Jeffrey. The Virgin Suicides. New York: Warner Books, 1994. 


Cecilia Lisbon, the thirteen-year-old youngest of five daughters, sends her quiet 1970s suburban neighbourhood reeling when she attempts suicide by slitting her wrists.  Though unsuccessful, her suicide attempt prompts the entire neighbourhood, especially the narrating group of teen boys, to increase their scrutiny of the already somewhat reclusive and mysterious Lisbon family.  Encouraged by Cecilia’s psychiatrist to increase their daughters’ social activity, Mr. and Mrs. Lisbon throw a co-ed party for Cecilia and their other girls (Lux, age 14; Bonnie, 15; Mary, 16; and Therese, 17).  However, this first and only Lisbon party ends in tragedy as Cecilia succeeds at ending her life by jumping from her second-story bedroom window and landing on an iron-spiked fence. 

Though their house begins to fall into disrepair as they deal with their grief, the Lisbons appear to return to a normal, everyday life.  The girls return to school in the fall and Mr. Lisbon continues his position as a high school math teacher. He even agrees to allow Trip Fontaine, teen heart throb, to take Lux to the homecoming dance (on the grounds that Trip finds dates for the remaining three girls).  But when Lux fails to make curfew the Lisbon house goes into a complete lockdown.  The girls are taken out of school and Mr. Lisbon eventually leaves his job.  The narrating boys manage to catch glimpses of the girls through windows and spy on Lux’s midnight trysts with local men on the roof.  After a brief correspondence, the girls invite the boys to their house, supposedly to run away with them.  However, the boys have actually been invited over to be witnesses to the girls’ dramatic final act, as they all commit suicide simultaneously in various ways throughout the house.

Told through the collective voice of a group of middle aged men remembering their days with the girls (the ambiguity of the narrators makes them become almost as mysterious as the Lisbon girls), The Virgin Suicides haunts the reader with a sense of poetic beauty, undying obsession, and the intensity of teenagehood.  The men recall the “year of the suicides” through their own firsthand accounts, interviews conducted with numerous characters, and exhibits of personal belongings collected from the Lisbon house. 

In his debut novel, Eugenides successfully creates the world of a 1970s suburb as it falls victim to the diseases of urban sprawl, environment change, and teen suicide.  He creates real, multi-dimensional characters, and his beautiful prose makes every word interesting and compelling to read.

            Though this book was not necessarily written for young adults, the subject matter and writing style can be appreciated by mature high school readers (age 16 and up).

Wednesday, March 30, 2011

A little post about dystopia and YA fiction.

Sorry folks: no deep, meaningful stuff from me tonight.  I read Susan Beth Pfeffer's The Dead and the Gone recently.  At first it was really creepy, then it got kind of boring, then it ended and I was disappointed.  I am not a fan.

What creeped me out was that in my experience, dystopian literature takes place in some far-off future where something catastrophic happened or the current political/technological climate came into being a long time ago.  The Dead and the Gone seems to be set today, and the novel starts on the day that the world-changing catastrophe happens.  For this reason I found the first few chapters pretty hard (emotionally) to get through, especially after the recent events in Japan.

So, the first few chapters were very effective, but I got pretty bored after that.

I also read Laura Miller's article "Fresh Hell"* and liked what she had to say, especially about dystopian fiction mirroring the young adult's high school experience.

*Miller, Laura. 2010. Fresh Hell: What’s Behind the Boom in Dystopian Fiction for Young Readers?” The New Yorker June 14.

Tuesday, March 22, 2011

I don't like Twilight.

This is the story of when I read Twilight.

My roommate loves Twilight.  Like, a read all the books multiple times, counts down the days to the movies, and lines up at midnight kind of love.  I was a Twilight skeptic.  I had heard bad things about the books and was sick of hearing about the movies all over my (admittedly beloved) celebrity gossip websites.   But, last summer, I had some downtime between school ending and jobs starting, was rolling around my London house looking for stuff to do, and my Twilight-loving roommate convinced me to read the first book.

So I did.

I hated it.

OK, OK, "hate" may be a strong word.  I strongly disliked the writing and really disliked a lot of the main characters.  But I understood the appeal. I was interested in the story and kept reading because I wanted to find out what happened next.  Compelled to find out what happened when the book ended, I read the second book, New Moon.

I hated it even more.

Not only was the writing bad, there was no story and the characters were even less likable.  I still get the appeal.  Spending two books with the same characters could leave a different sort of person needing/wanting to know what happens to them.  A different sort of person may enjoy reading 200+ pages about a girl who likes a guy but doesn't know where he is so she wonders where he is and kind of starts liking some other guy, but OH NO she doesn't know where the first guy is and she really likes him but she's starting to like this other guy, and he's really nice and all, but what about that first guy....

Aaaanyway, I watched the movie and, needless to say, didn't like it either.  Something about the way it was filmed (cinematography?) was ridiculous, but I did like seeing how the characters and story were represented.

So I think it's pretty clear that I don't like Twilight as a piece of literature/film.  But I do like that lots of tweens/teens like it.  It's getting "reluctant" readers to read and  encourages them to read similar books outside the series, which may lead them to an even broader range of literature.  The media tie-in makes the books accessible to an even wider audience.  I'm reading through the Margaret Mackey chapter and hope to have some more intelligent things to say soon....

Wednesday, March 16, 2011

Getting the Laughs: Absolutely Positively Not by David LaRochelle

I thought Absolutely Positively Not was a great book.  It was really funny without downplaying the seriousness of the main character's situation (coming out while attending high school in a small town).    It approached the topic effectively and managed to avoid predictability and cheesiness (cough - Judy Blume).  The humour made what could be an uncomfortable or embarrassing topic approachable and readable.  I thought the protagonist was realistic and charming. It's a fun read with an important message. 

Wednesday, March 9, 2011

Response to "Gossiping Girls, Insider Boys, A-List Achievement: Examining and Exposing Young Adult Novels Consumed by Conspicuous Consumption" by Wendy Glenn


Glenn, Wendy. 2008. “Gossiping Girls, Insider Boys, A-List Achievement: Examining and Exposing Young Adult Novels Consumed by Conspicuous Consumption.” Journal of Adolescent and Adult Literacy 52(1): 34-42. 

I liked Wendy Glenn’s take on the sort of novels that idealize glamorous, luxurious lifestyles of rich New York teens: that they can be useful tools in teaching literary criticism and critical thinking.  However, I don’t think there’s much librarians can do about it.  If these items were included in book clubs we could of course bring up the subjects discussed in this article.  But when a teen comes to the circulation desk with a Gossip Girl book, I think it would be a bit out of place for the librarian to say “Now, while you read this, think about whether or not you identify with the characters and what point of view the author is bringing to this kind of world.”  Of course these items have to be in a library’s collection, and reading this article has only made me feel even more uneasy about how teens may react to these materials.  

Tuesday, March 8, 2011

Wednesday, March 2, 2011

Getting the Girl: A Guide to Private Investigation, Surveillance, and Cookery

I just read Getting the Girl by Susan Juby and really enjoyed it.  I thought Juby captured the feeling of high school cliques and the pressures of being a teen girl quite effectively.  Showing the high school "girl world" (I had to draw some comparisons to Mean Girls as I read) through the eyes of a grade nine boy was a different approach and worked really well.

That being said, I was not looking forward to reading this book.  I'll admit I went to Chapters and bought the cheapest book they had from this week's list, and the other books available (Zusack's I am the Messenger and Vizzinni's Be More Chill) looked so much cooler and edgier.  The cover of this edition of Getting the Girl is pretty awful.  The photograph made me imagine something really cheesy.  The subtitle of the book gives a hint of its cleverness and humour, but given in the context of the cover I was expecting a bad Angus, Thongs and Full-Frontal Snogging knock-off.  We've talked about book covers in class, and this example really drove the point home.  Had I wanted a cheesy romance, I would have been difficult.  If I was looking for a witty mystery novel, I never would have picked up this book.  What were these publishers thinking???


Seriously?

Wednesday, February 16, 2011

Weetzie Bat

I really enjoyed reading Weetzie Bat.  It was like reading a stylized cartoon.  More thoughts later.

(This image is kind of like the sort of thing I imagine as I read Weetzie Bat)

Tuesday, February 15, 2011

Review 1: Fishtailing by Wendy Phillips


Fishtailing
Wendy Phillips
Regina, Saskatchewan: Coteau Books, 2010.
196 pp., pbk., $14.95.
ISBN 978-1-55050-411-8.
Grades 10 and up / Ages 14 and up.
Review by Sheela Sur.
****/4

excerpt:

Tricia

When the police come
they say
The neighbours made
a noise complaint.
When Kyle staggers
bleeding
down the stairs
they say
Let’s go, kid.

We’re bathed in
flashing blue silence
at the doorway
and I realise
the music has stopped.

Wendy Phillips’s Fishtailing tells the haunting story of four Canadian high school students during the fall and winter of their senior year.  Through a series of short free verse poems told from the perspectives of each character, we learn about their lives and how their fates become intertwined.  We meet Natalie, the manipulative new girl at school with a troubled past and a destructive plan for her new classmates; Tricia, the product of a mixed-race marriage struggling to form an identity and fit in; Kyle, whose new-found love of music causes tension between him and his mechanic father; and Miguel, a recent immigrant who fled a war-torn country with few surviving family members hiding a dangerous secret.

     By peppering the narrative with commentary from the high school’s English teacher and counsellor, Wendy Phillips creates a rich, authentic, and believable world that draws the reader in.  The breathless pace of the narrative excels the reader to the book’s climax: a party at Natalie’s house that ends in tragedy.

     Fishtailing is a very quick read and thus may appeal to reluctant readers.  However, its free verse prose style may not be enjoyed by everyone. The content is quite mature and may not be appropriate for younger readers (includes scenes of child pornography and rape, suicide, and cutting).

     This is Wendy Phillips’s first book.  It was awarded the 2010 Governor General’s Literary Award for Children’s Literature (English text).

Highly recommended.

Monday, February 14, 2011

Sex in YA Lit Part 2

As promised, here are my thoughts on Forever... by Judy Blume.

As soon as Michael and Katherine first said "Forever..." I knew they'd break up.  I have to say I'm happy that Katherine was the one that broke it off.  Michael was a creep and a jerk for the entire book (I would have gotten out of there at the first mention of Ralph) and I'm glad that Blume had the girl be the stronger character and be a solid role model for the teen girls this book is aimed at.

At first, I was a bit miffed by how short the story was and how bluntly the relationship ended.  But the more I thought about it, the more I realized that that's what highschool relationships are like.  I remember imagining marrying my first highschool boyfriend.... We broke up 7 months later.

That said, I wasn't a huge fan of the book.  It may have been realistic, but I found it boring (perhaps it was too true to life?).  The Erica/Artie subplot was MUCH more interesting and I liked their characters a lot more.  I'd have much rather read a book about them.