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).