Mahnaz Dar, Associate Editor, Library Journal

This week, I’m reading Kids These Days by Drew Perry (Algonquin). This novel about a couple awaiting their first child reminds me a bit of the indie film Away We Go, also about a rootless expectant thirtysomething pair. After Walt loses his job and Alice gives up hers, the couple move to Florida, where Walt will work for Alice’s brother-in-law, Mid. Sounds simple, but there’s already a strain of quirkiness running through this one (Mid just handed Walt a check for 30 grand to cover him and Alice for the next few months in lieu of a traditional paycheck and told him that part of his job entails checking up on a self-serve ice station once or twice a week).

Illustration by Regan Dunnick

In his video “Tumblr: The Musical,” Youtube celebrity Hank Green mocks how Tumblr aficionados get lost in a loop of scrolling, liking, and reblogging to the point of neglecting everything else in their lives, including sleep. The addictive Tumblr scroll has indeed become the preferred Internet rabbit hole, as Green, brother of the author John Green, hilariously shows.

Should libraries and librarians use Tumblr? Is it wise to wade into this alluring sea of wacky photos, pop-culture commentary, and gifs—snippets of moving images—in order to virtually chat about best book lists, library events, title recommendations, and our favorite quotes?

Yes, and here’s why. The key to a useful social network is to strategically use communication tools, understand each network’s reach, and guarantee ease of use for all involved. Tumblr can be a successful way to connect to new and diverse audiences, provided you understand who you’ll be attracting to your site and how to use Tumblr to your advantage.

Why Tumblr works

In my job as a teen librarian, I’ve been running social networks since 2006. As anyone using social media knows, it’s vital to meet your patrons where they are, rather than try to get them to visit a new, unknown site. My colleagues in the reference section maintain lively accounts representing the library as a whole on both Facebook and Twitter. But the Twitter account I maintained for my teens fell dormant, since none of them seemed to be using that platform. So I decided to concentrate my efforts on where I thought my teens were: Facebook.

In the past year, though, it became clear that my teens were no longer on Facebook—or if they were, they weren’t using it to connect with the library. During that time, I searched for ways to invigorate the teen section of our library’s website—to post more content daily and engage more readers. I sought a streamlined, visually exciting site. But the traditional blogging options were hampered by clunky interfaces and an outdated look; I knew that the posts weren’t reaching many patrons, let alone teens.

Enter Tumblr. I had been using a personal Tumblr account for a few months and found its mix of art, photos, gifs, quotes, and videos to be far more engaging than my library’s traditional text-dominated website. Hank Green was on to something.

Tumblr’s interface is easy to use, and each post looks professional the instant it uploads. There’s no need to know code, wrangle with images, or get complicated with fonts. The site can easily take the place of a traditional website or blog.

Depending on the theme you choose for your Tumblr, you can include static information—like phone numbers or hours of operation—in a sidebar, while keeping the main part of your page fresh and visually exciting with an ever-changing stream of posts. Updating is incredibly easy, and you can save drafts and schedule posts to appear at future dates and times—useful for event reminders and time-sensitive content.

As with Twitter, your goals while using Tumblr are to engage with your public and gather followers. The more you post, the more users will find you through your content, especially by searching your tags. As on Facebook, people can “like” your posts. They can also reblog them on their own Tumblrs—similar to retweeting on Twitter or sharing on Facebook. Liking and reblogging are how your Tumblr audience shows its appreciation and where they may add their own notes. While the flow of information is mostly one-way, you can track your followers as well as the number of times an individual post has been liked and reblogged to gauge your impact.

Most important for youth librarians, though, is that young people are active on Tumblr. When I checked with my teens, many said they were Tumblr users and were excited by the idea of connecting to the library this way. That’s why I made the leap to Tumblr for our teen site.

Eight tips for successful tumbling

If you’re considering starting a Tumblr, either as a supplement to your established Web presence or as a replacement for a blog, it’s important to think through your needs and those of your patrons before making the switch. Below, some pointers.

1. Think visually. The most popular Tumblr posts tend to be images, photos, or gifs. In the past, there was no easy way to quote a TV show, film, or video game without posting a video. But with Tumblr’s magic combination of gifs and blogging, media quotes are now everywhere. Take advantage of this. If you’re recommending books, don’t just post a list: Include images of all of the covers. Promoting an event? “Tumbl” your poster and a selection of photos.

2. Tag your posts. Tagging is incredibly important on Tumblr because searching tags is how users discover content and people to follow. Remember, though, that only the first five tags on any post are searchable, so choose your tags wisely. After those five, people use tags to add commentary to their posts in the same way that savvy Twitter users deploy hashtags as asides or jokes. So these additional tags can be humorous reading.

3. Be professional but playful. Be mindful of what you post. It should be in keeping with what you would highlight on any part of your library website. At the same time, be aware that your Tumblr should be fun to follow. Share favorite quotes; topical, pop culture images; and favorite artists.

4. And…be mindful of mature language. One of the truths of Tumblr is that there is no oversight regarding mature content or language. When you first sign up, your Tumblr will be automatically set in safe mode, meaning that you will not see any content deemed “not safe for work” (NSFW) on your dashboard. The Tumblr community counts on users to flag their own blogs and posts as NSFW in order to keep safe mode working properly. There’s definitely 18+ material out there, and you won’t necessarily be forewarned by tagging or a user’s customary posting habits. Many Tumblr names are variations on the appreciative phrase f**kyeah___ (example: “f**kyeahbooks”). While you may be inclined to like or reblog those items, you should consider the profanity in the source site before doing so.

5. Schedule your posts. It’s especially enjoyable to schedule themed posts, perhaps once a week, that highlight a particular topic or service. For example, the New York Public Library celebrates “Caturday” every week on their Tumblr by posting cat-related images and items from their collections. School Library Journal runs a regular feature, “Where I Work?” with photos, sharing a glimpse or two of authors’ writing spaces. Who doesn’t want to see where their favorite novels are created?

6. Check your sources. A lot of unsourced images gets passed around Tumblr, especially when it comes to art and photography. If you’re not certain of a work’s provenance, use Google’s image source search by clicking on the camera icon that allows you to search via an image URL and see if you can locate the source reliably. Artists and image makers will thank you, and you’ll set a strong example of giving creators credit for their work.

7. Remember, it’s (basically) one-way. Tumblr is not the place to gather comments, start discussions, or debate favorite books. People can send in questions, or “asks,” through the Tumblr interface. You can also pose a question and invite your followers to answer it. That’s about it for the platform’s capacity for discussion.

Tumblr is built to be used through its dashboard, the main control panel where you scroll through posts and investigate whatever keyword searches you like. On your dashboard, there’s no easy way to comment. You can reblog a post and add a comment, but replying gets increasingly cumbersome. Unless Tumblr revamps its question system, at this point you’ll be announcing or sharing information, but only occasionally responding to a question.

8. Make it easy and fun to maintain. Check in daily and take advantage of Tumblr’s tools. Use the J, K, and L keys to navigate your dashboard quickly. Hitting the L key “likes” a post, and typing shift+R (on a PC) reblogs that post instantly. Remember the current limits: You can send 10 “asks” an hour and “friend” up to 250 people per day. For more Tumblr tricks and tips, check out this helpful list over at the Daily Dot: http://ow.ly/nVTvc.

Checking in on my Tumblr account has become the most relaxing and enjoyable part of my daily routine, keeping me abreast of new books, targeted book lists, library news, and the grand world of art and images from various media. One of my teens recently proclaimed how much she enjoyed my Tumblr—a gratifying signal that I’m heading in the right direction. As long as that enjoyment continues, and my own messages are getting out, I’ll keep on tumbling.

A few of my favorite Tumblrs:

General Tumblrs 

Book Riot
LIFE
National Public Radio
The New York Times’s The Lively Morgue 
PBS’s This Day in History
WYNC’s Radiolab

Library Tumblrs

Public Library of Brookline (MA) Teen Services (my Tumblr)
Cape May County (NJ) Library Teen Zone
Grand Rapids (MI) Public Library Tumblr for Teens
Library Advocates
Library Journal
The Lifeguard Librarian
Librarian Wardrobe
New York Public Library
School Library Journal
Teenlandia: Lewis & Clark (Helena, MT) Library Teen Services Department

Tumblarians list from

The Lifeguard Librarian
Young Adults and Teens at Oak Lawn (IL) Public Library

Teen Lit Tumblrs

Public Library of Brookline teen title recommendations (mine again)
Diversity in YA
The YA Cover
YA! Flash
YA Highway

Teen Authors who Tumble

Cassandra Clare
John Green
Shannon Hale
Karen Healey
Malinda Lo
Maureen Johnson
Rainbow Rowell

Robin Brenner is the reference and teen librarian at the Public Library of Brookline (MA). She is also the editor-in-chief of the graphic novel review website No Flying No Tights and know all too well the allure of the late-night Tumblr scroll.

From the Des Moines Register:

Area residents can hatch some great projects in the new Maker Space at Kirkendall Public Library — the first of its kind in central Iowa.

[Clip]

The space is officially called Hatch and will include a 3-D printer, video and audio editing equipment, an image scanner, a traditional sewing machine and a serger, plus tools for digitizing VHS, vinyl and audio cassettes. The equipment will be ready for the public to use Sept. 23.

“The name Hatch comes from ‘hatching an egg,’ because we’ll be hatching creativity,” Willeford said. “We’ve seen an increase in people using new technology, like e-readers, so we wanted to give them the opportunity to use new technology that they might not have at home, like a 3-D printer.”

Read the Complete Article

Thanks: Matt Weaver

Nearly 10,000 students at 20 local schools now have access to The Indianapolis Public Library’s collection of nearly two million items as part of the Library’s growing Shared System, an interlibrary collaboration that provides online circulation services and joint access to the catalogs and collections of member institutions.

[Clip]

Begun in 1995, the Shared System allows students to use their library cards to request materials from the Indy Library’s online catalog and from their own school library collections, and provides a delivery system that transports items between Indy Library branches and the schools. The Library also performs processing and cataloging services for the cooperative. It is the only such system in the United States that uses this cooperative model between schools and public libraries.

The Shared System includes a combination of private, public and charter schools along with a state school (Indiana School for the Deaf), and two local art museums (Eiteljorg Museum and the Indianapolis Museum of Art).

“This is a unique partnership that helps the Library support Marion County students by giving them more tools to access information and the resources they need,” said Sarah Batt, the Library’s Shared System Manager. “Schools can leverage their scarce resources by sharing the materials they purchase with each other.”

See Also: A History of the Shared System (via IPL)

See Also: Shared System Info Page (via IPL)

Meanwhile down in San Antonio, TX, at LoneStarCon 3, the 71st World Science Fiction  Convention, John Scalzi and Branden Sanderson were honored with 2013 Hugo Awards, one of sf’s most recognizable and prestigious literary prizes. The rocket ship trophy for Best Novel went to Scalzi’s Red Shirts: A Novel with Three Codas, a satirical look at  a certain 1960s TV sf show, on which the lower-ranking crewmen of a particular starship always died on away missions. And Sanderson’s The Emperor’s Soul, a standalone fantasy set in the same world depicted in Elantris, was named Best Novella. Newcomer Mur Lafferty (The Shambling Guide to New York City) received the John W. Campbell Award for Best New Author.

If the Nobel Prize for Literature committee’s picks are criticized for being too obscure and elitist, the Hugo Awards have the opposite problem: they are—gasp— too populist. Unlike the other sf awards, like the Arthur C Clarke award, the Campbell Awards, and the Kitschies, which are decided by an appointed jury, the Hugos are voted on by WorldCon attendees. And that’s the rub. The Guardian blogger David Barnett reports that few awards divide opinion as much as the Hugos, which come under fire from critics every year both for its quasi-democratic voting system and  its winners. Too often these winners, critics say, are  “The Usual Suspects”: the biggest-selling names with the biggest fans.

Still despite the criticism, the Hugos have also recognized standout titles of strong literary merit (Paolo Bacigalup’s The WindUp  Girl; Jo Walton’s Among Others) And Barnett argues that these awards still serve a vital function in a genre often overlooked by  more mainstream critics and readers. “Personally, I’ve always liked the Hugos, purely because they do follow the populist line. The sf world is richly represented by awards that honor different works for different reasons. The Clarkes go for the big, cerebral sf novels of the year. The Kitschies give a nod to the edgy and unconventional. The Hugos celebrate the popular. In a genre whose fanbase is often seen as elitist, this is a very good thing—especially when it comes to perhaps opening it up to a wider, mainstream audience.”

Ebook providers offer different selections of titles with varying terms. Which ones will best meet your school’s needs and budget? School Library Journal’s snapshot of 19 ebook vendors outlines the suppliers’ range of offerings, terms of use, and pricing options.

Do you want to buy your ebooks outright, or lease them? What kinds of discounts are available? Can students download e-content onto their personal devices or read offline?

This guide is intended to help librarians choose the vendors that are right for their schools. [This guide was updated on September 6 to correct an error in the entry for Rosen Publishing, and again on September 9 to add an entry from EBSCO.]

]]> http://www.thedigitalshift.com/2013/09/ebooks/e-its-complicated-how-two-schools-are-riding-the-transition-to-ebooks/feed/ 0 http://www.thedigitalshift.com/2013/09/k-12/a-minecraft-library-scores-big-a-virtual-version-of-the-mattituck-ny-branch-is-a-hit-with-young-patrons/ http://www.thedigitalshift.com/2013/09/k-12/a-minecraft-library-scores-big-a-virtual-version-of-the-mattituck-ny-branch-is-a-hit-with-young-patrons/#comments Tue, 03 Sep 2013 15:19:15 +0000 Lauren Barack http://www.thedigitalshift.com/?p=17616

“Nothing’s impossible in Minecraft,” says Elizabeth Grohoski. She would know. Grohoski recently spent three months using the online game to create a virtual replica of the Mattituck-Laurel Library in Mattituck, NY, complete with a model of the working piano in the library basement (http://ow.ly/nQwCN).

Why? Because Karen Letteriello, comanager of the parents’ and children’s department at Mattituck-Laurel, where Grohoski works as a technical processor, thought the virtual Minecraft library would help attract young patrons. It has.

The project started when Letteriello read a School Library Journal feature story by librarian Sarah Ludwig about a highly successful Minecraft library club at the Connecticut school where she worked. Letteriello wanted a similar program in her library and asked Grohoski, a gamer since the age of six, to create it.

An immensely popular game launched widely in 2011, Minecraft allows users to build in a 3-D virtual world with cubes similar to Legos—but without any of the proscriptive kits and manuals. There are few limits to what a user can create in Minecraft. It’s all about gamers using their imaginations.

After creating a beta version of the project, Letteriello launched the finished site on June 20. The reaction has been a “tornado,” she says, with children clamoring to sign up and play.

Letteriello and Grohoski’s vision of the game features an appealing library-centric scavenger hunt. Each room of the Minecraft library offers a clue inside treasure chests tucked into the virtual shelves. Clues provide students with a summary of the plot, title, author, and call letters—so children can locate the books inside the physical library.

There are other activities as well—a maze, mini-games in which children can locate objects like sheep wool in multiple colors, and eventually a racetrack, which Grohoski hopes to build. Children can play a few notes on the virtual piano or ride up and down the virtual elevator—just like the one inside the real branch. And for those looking to explore outside the building, Grohoski shifted existing Minecraft destinations closer to the virtual library. These include a desert temple, village, ravine, and stronghold.

Students with their own Minecraft accounts can log on from home, or they can play at the library free of charge. The library offers five laptops with video cards, which play the full version of the online game, plus six iPads loaded with Minecraft’s pocket edition.

Letteriello is planning future educational projects using Minecraft and other digital tools. One possibility: a virtual opportunity to explore Ancient Greece and Rome. Her goal is that students will find their library experience as seamless as exercising their curiosity.

“I want them to use [the library presence in Minecraft] the same as they would the actual library, take a book home and teleport into another world,” she says. “I want them to feel the gaming world is just another part of the library.”

Mattituck resident Pam Kaminsky’s 13-year-old son, Collin, is “obsessed” with the Minecraft library, she says. He and his 16-year-old brother, Owen, are also impressed with Grohoski’s expertise with the game. “[Collin] says, ‘The librarian is talking to me about my program? Wow,’” says Kaminsky. “It’s like he has a new connection with the librarians.”

“Now the kids walk in and ask if Elizabeth is here,” says Letteriello. “She has a cult following.”

Children sign up to play on Fridays, when they can interact with others in the virtual branch. “We have waiting lists that you can’t imagine,” says Letteriello. “And Elizabeth continues to build. It’s taking on a life of its own.”

According to U.S. Census Bureau statistics released today, college enrollment in fall 2012 plunged by half a million (467,000) from one year earlier. This decline, which includes both graduate and undergraduate enrollment, follows a period of substantial growth ─ 3.2 million ─ between 2006 and 2011.

These statistics come from School Enrollment: 2012. As the nation’s students begin a new school year, the Census Bureau releases its annual set of tables on the characteristics of children and adults enrolled in school at all levels ─ from nursery to graduate school. Among the characteristics examined are age, sex, race, Hispanic origin, nativity and foreign-born parentage.

This decline in college enrollment was driven by older students ─ that is, those 25 and older. Their enrollment fell by 419,000, while the enrollment of younger students declined by 48,000.

Hispanics didn’t follow the trend, as the number enrolled in college grew by 447,000 from 2011 to 2012. Meanwhile, non-Hispanic white enrollment declined by 1.1 million and black enrollment by 108,000. From 2006 to 2012, the percentage of all college students who were Hispanic rose from 11 percent to 17 percent. The percentage who were black also rose (from 14 percent to 15 percent), but the percent of non-Hispanic white students declined from 67 percent to 58 percent.

“This increase in the number of Hispanics enrolled in college can be attributed to the combination of an increase in the adult Hispanic population and their climbing likelihood of being enrolled,” said Julie Siebens, a statistician in the Census Bureau’s Education and Social Stratification Branch.

The tables released today cover specific topics such as enrollment by grade, the attendance status of nursery school students and characteristics of their mothers, the type of school college students attend (two-year, four-year, etc.) and whether they attend full or part time, students taking vocational courses and the enrollment status of recent high school graduates. The information was collected in the October 2012 Current Population Survey.

Also released today was School Enrollment in the United States: 2011, a report that examines the characteristics of people enrolled in school at all levels using statistics from the Current Population Survey, American Community Survey and federal sources outside the Census Bureau. It covers some topics not typically covered in Census Bureau reports, such as Head Start, charter schools, home schooling and receipt of financial aid.

Although most of the statistics are national-level, some state-level data from the American Community Survey are presented. Updated 2012 American Community Survey statistics on school enrollment covering states and all geographic areas with populations of 65,000 or more will be published in September.

Other national highlights from the 2012 Current Population Survey tables:

–In 2012, 78 million people, or 26.4 percent of the population 3 or older, were enrolled in school.

–In 2012, there were 19.9 million college students, including 5.8 million enrolled in two-year colleges, 10.3 million in four-year colleges and 3.8 million in graduate school.

–In 2012, there were 4.2 million students enrolled in private elementary and high schools (first through 12th grade), down from 4.8 million in 2005.

–Non-Hispanic white children in 2012 comprised 53 percent of elementary school students, down from 58 percent in 2005. Hispanic children made up 24 percent of elementary students in 2012, up from 20 percent in 2005. Black children comprised 15 percent of elementary students in 2012, down from 16 percent in 2005.

–Students who were born in another country or whose parents were foreign-born comprised 32 percent of all those enrolled in school at all levels in 2012.

–While most students are under 25, there were 804,000 students age 50 and older enrolled in schools at all levels in 2012.

Direct to Data Tables

School Enrollment in the United States: 2011

One week after facing an official GOP reprimand for failing to oppose Common Core, Sen. Bill Holtzclaw is calling upon state educators to ban a novel used in conjunction with the national standards.

Holtzclaw objects to “The Bluest Eye,” Toni Morrison’s first novel, being included on high school reading lists. He said was unaware whether the book was in high school libraries, but that he would also support removal from school libraries.

“The book is just completely objectionable, from language to the content,” said Holtzclaw, who points out the novel includes depictions of incest and child molestation.

[Clip]

Holztclaw said a constituent contacted him last week about “The Bluest Eye” in relation to Common Core. Holztclaw said he has since contacted State Superintendent Tommy Bice. The Alabama Department of Education was crafting a response and did not immediately reply to inquiries about Holtzclaw’s concerns.

[Clip]

Holtzclaw said he was not initially focused on removing the book from school libraries, but would probably support removal from library shelves.

Read the Complete Article 

See Also: Some Parents Want ‘The Bluest Eye’ Banned From High School Reading List (KRDV-Denver; July 23, 2013)

See Also: Timeline Entry for 1994: The Bluest Eye (via ALA OIF)

UPDATE  9/5/2013 “Morrison’s ‘Bluest Eye’ Joins Wide Range of Books Challenged in Alabama Schools” (via School Library Journal)

The new federal ConnectED initiative should bring fast connections to almost all schools and libraries within five years. The project, a combination of enhanced broadband connectivity and teacher development, aims to leverage private-sector innovations to benefit students. President Obama also highlighted the role of libraries as partners in improving digital citizenship. Now it’s up to us. What experiences could we provide to our students and patrons if we had superior broadband?

I have four personal Cs of connectivity: content, creation, community, and concurrency. The benefits of the first two are predictable. But the real power of ConnectED lies in the potential of the last two.

Content is the gift and curse of greater broadband. As bandwidth increases, content grows to fill network capacity. While we might imagine expanded content to mean more enriched ebooks and multimedia-enhanced databases, a huge portion of many school networks is clogged with security camera footage.

It doesn’t have to be that way. But libraries need to understand how network configurations and technologies like traffic shaping can provide better, consistent connectivity for all broadband traffic by throttling select bandwidth-hogging services. Security cameras, for example, could be capped at 30 percent of bandwidth. So streaming video to classrooms could have a guaranteed consistent level of performance.

There’s also the issue of net neutrality, which seeks a position that doesn’t favor content from certain Internet providers, and makes traffic-shaping technologies especially important to understand. Service providers could use these technologies to slow down access to content from competitors.

On to my next C. Increased bandwidth expands the capability to create. Schools and libraries could use new resources to publish student- and teacher-authored materials. Think flipped classrooms. Teacher lectures are being recorded with interactive whiteboards and/or cameras, and being pushed out for students to view outside of school. Libraries might record presentations to share with a broader audience, too.

This idea is inexorably linked to the third C: community. A school or library with gigabit broadband in a community without high-speed access will struggle. So, institutions must tackle community access issues first, perhaps even by becoming local hubs for Internet service delivery. Once things are running smoothly, schools and libraries could support their larger communities by providing high-tech services, content delivery, and the creation or publication of locally important content.

Finally, the “ConnectEDness” that comes with high-speed connectivity holds great potential. Approaching gigabit speeds, interactions start to feel concurrent. One can truly be present in real time, even from a distance, as opposed to experiencing the molasseslike lag of high latency. Imagine what libraries could do with that.

We could build a support network to create richer virtual author visits by providing a space in the local library with high-speed broadband. If every library had a multimedia studio space for creation, speakers could use the same hardware for high-quality virtual presentations that feel like a live experience.

This just scratches the surface of things to do with high-speed broadband. Now’s the time to dream big—and to talk big. Share ideas. Establish the need for bandwidth in libraries before it arrives. Then, cross your fingers and hope that ConnectED will push through the morass of politics.

Sure, the Web is a key resource for educators, but what’s the best way to share the good stuff you’ve collected with students and teachers and keep it all organized?

EduClipper may be an answer. The free tool, launched this spring, seeks to provide a one-stop solution for K–12 by giving educators and students a simple, easy-to-use destination for curating and sharing online.

EduClipper was created by Adam Bellow, a former teacher and son of a high-school librarian who also works as a K–12 technology consultant. After hearing from educators who sought a visual content curation platform that was student friendly and school safe, Bellow set out to create a solution.

After last year’s testing period, eduClipper launched to the public in May and is now used in more than 450 classrooms. Brad Currie, middle school vice principal and supervisor of instruction for the Chester (NJ) School District, uses eduClipper with the 150 educators in his district as a professional development resource. Jason Fisher, a fifth- and sixth-grade teacher at Riddells Creek Primary School in Victoria, Australia, shares it with his students as a collaborative research tool. Both sing eduClipper’s praises. “Staff members find eduClipper to be a great one-stop resource with huge potential in terms of their own professional development and promoting student collaboration,” says Currie. Fisher particularly likes that his students can comment on their sources in a description area provided within eduClipper.

EduClipper is tailor-made for K–12. Teachers and administrators can create accounts for students as young as five with varying levels of permissions. Do you want your students to interact only with content from your classroom? No problem. Do you prefer a curation tool that doesn’t allow comments? That’s doable, too. EduClipper offers a walled-garden approach that schools can adjust to fit their needs, instead of simply providing the private-world binary that’s all too familiar in online platforms.

Using eduClipper is simple, especially for those already familiar with online curation tools like Pinterest. Content can be “clipped” either through the eduClipper site or by using the bookmarklet tool in the browser. In addition to making it easy to clip links and images, the site also lets you grab video, documents, and embed code from creation tools on the Web bookmarklet—a great way to integrate student work from Google Drive.

While you can discover other eduClips and reClip them (this is similar to retweeting on Twitter or repinning on Pinterest), the site also offers collaborative clipboards where groups can add items to a shared space. These features are great, but the innovation that educators might appreciate most is one that generates formatted citations for online content. I hope that this will make that ever-helpful student citation, “it came from Google,” a thing of the past.

During our testing period, we ran into a few bugs that made our experience of browsing and clipping content less than seamless. When we brought up these problems with an eduClipper representative, we were told that the organization was aware of these issues and that fixes were currently in the works.

It’s tempting to compare the user experience of eduClipper with Pinterest or Pocket, a popular content-saving application. But those platforms are further along, so it’s an unfair comparison to make at this time. We’re looking forward to seeing eduClipper develop and work out its bugs, since the platform truly addresses a gap for K–12 students and educators.

Bellow says, “I think that teachers will find it a great way to connect to, build, or strengthen a personal learning network where they can curate with like-minded educators and find awesome content that they can use in their classroom or share with their students.”

EduClipper is free, available globally for K–12, and supports IE8+, Safari 3+, Firefox 4+, and Chrome. A mobile app version is in the works, though a launch date has not been set.

Six weeks after cautioning it could shutter 22 public libraries, Miami-Dade County has found a way to keep all 49 facilities open at least some of the time, offering stripped-down services.

In all, 169 librarians would lose their jobs by Oct. 1, and libraries would operate about three-quarters of the hours they do now, Mayor Carlos Gimenez informed county commissioners late Friday

More in the Complete Article

UPDATE: The Miami Herald has published an op/ed by the Mayor of Miami-Dade, Carlos Gimenez.

Here’s what he has to say about libraries.

All libraries will remain open: We finalized a two-year plan that will keep all libraries open. Additionally, we have reduced the number of layoffs from 251 to 169. However, there will be reduced staffing and fewer service hours — 1,624 per week versus 2,016. To move toward a sustainable library system, we must take a transformative look at how our system operates and is funded. Dissolving the current restrictive library tax district to provide for countywide funding would allow for the flexibility needed to respond to the entire community’s priorities. We will work with community partners to study and assess our options.

We need to learn more details about precisely which jobs will be cut.

Does librarian mean professional librarian with MLS/MLIS degrees or all library employees. Regardless, while the number of people losing jobs has been reduced to 169 from 251 it’s still quite disturbing on multiple levels.

We shared some comments about school librarians losing jobs in Harrisburg, PA (all librarians let go) and NYC (reduction in the number of librarians in schools) in this post.

Is a public or school library really a public or school library without professionals building collections (print and ebooks for adults and children), selecting electronic services (from research databases to 3D scanners), training library users (e.g. digital literacy, web search), etc.

As we pointed out a few weeks ago on infoDOCKET, the library community has done a poor job of explaining what librarians do (both in and out of the library facility) and why they are more valuable today than ever before.

We must do a better job marketing ourselves and promoting our skills and abilities and demonstrating (this is key) why they are important. If we don’t do this no one else will. This needs to be done in a community wide-effort (regardless of library type) but also by each one of us, individually, with those we come in contact with including both friends and family.

More about this in a future post.

From 10TV.com:

On the same day the state released school report card data, the Columbus Metropolitan Libraries announced a new position designed to “help ensure that students have the resources to succeed outside of the classroom.”

CML officials announced Thursday the creation of the position of Director of Education and Partnerships.

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The libraries also will be reallocating a member of senior-level staff to focus entirely on advancing initiatives aimed at pre-K literacy as Director of Early Childhood Literacy.

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From a Columbus Metropolitan Library News Release:

The Director of Education and Partnerships will collaborate directly with public, private and charter schools to ensure that students have the resources they need to succeed outside of the classroom. “CML is uniquely poised to work with students during out-of-school time – preschool, after school and summer,” said CEO Patrick Losinski.

CML is also working to implement two new initiatives later this fall in the Whitehall City and Groveport Madison school districts that will assist students and educators. They are:

1.     A school delivery service.  CML will deliver library materials directly to elementary schools in these two districts to ensure books are in the hands of our school children.

2.     A special Kids Card. A new “Kids Card” will be given to all elementary school students in the two districts, granting them the ability to check out three children’s books without incurring fines or needing a parent signature.

CML plans to expand these services to eight other districts in Franklin County in the next year.

New York City school librarians are fighting back.

A group of librarians and parents held a rally Wednesday morning to protest the city’s request for a waiver from state librarian staffing requirements.

Standing on the steps of Tweed Courthouse, the Department’s downtown Manhattan headquarters, librarians said they couldn’t just be replaced by a computer in a classroom.

“A lot of the kids – every librarian can tell you this – they all want to run to Google” said Karen Levy, who has worked for more than 20 years at Christopher Columbus High School. Librarians said they help students find better research databases and steer them toward reliable information.

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See Also: City Schools Are Quietly Using Fewer Librarians (via WSJ; 8/11/2013)

See Also: Pennsylvania: All Gone! Harrisburg School Library Staff Eliminated With Recent Layoffs (8/13/2013)

Illustration by Harry Campbell

By Chad Sansing

Our classroom glows with activity. One kid drafts a how-to article in which he explains the steps involved in wiring a cardboard Minecraft controller. Another writes a branching-path, choose-your-own-adventure story in Twine, a free, downloadable interactive fiction app. A student who’s claimed throughout his middle-school career that he isn’t a writer leans close to his laptop screen, finding and fixing coding errors. He composes, compiles, and debugs more than 100 lines of code to light up a three-by-three-light LED display plugged into his laptop.

A pair of especially curious students sits huddled around our newest computer, an exposed-faced circuit board smaller than a paperback book. It’s called a Raspberry Pi. They’re watching how the code they write in one window changes the course of a game in another. They may not know it yet, but these kids are playing with an open-source computing platform that just might change the way we teach young people how to interact with computers.

What is Raspberry Pi, and how do I get started?

It’s a $25 computer that fits in the palm of your hand. While you supply the mouse, monitor, and keyboard connection, your “RPi” supplies the rest. It comes with a Linux-based operating system (an open-source alternative to Windows and Mac OSX) called Raspbian. The operating system is on a Micro SD card.

With its astounding price and flexible capabilities, the Raspberry Pi has the potential to challenge the digital divide and make coding in schools as commonplace as textbooks. Computing could truly become about what kids can make rather than what schools can buy. And making coding affordable for all students could foster creative, independent computing in a way that downloading the latest app does not.

The RPi was developed at the University of Cambridge’s Computer Laboratory under the leadership of Eben Upton, trustee of the Raspberry Pi Foundation. Concerned about the lack of programming in schools and the reluctance of parents to let kids hack expensive computers at home, the Foundation members set out to put the Raspberry Pi into kids’ hands so they could experiment with code and physical computing in a simple, cheap way. After alpha and beta phases in 2011, the Raspberry Pi went on sale in 2012, selling more than 500,000 devices by September of that year.

To get the little device up and going, a new user can either download Raspbian on a Micro SD card to boot the RPi or purchase a card preinstalled. A good way to start is with a card already loaded with Scratch (a popular plug-n-play visual programming language developed for kids at MIT) and IDLE (which allows for the use of Python, another programming language).

Scratch, used widely in schools and clubs, lets kids program animations and games through a visual interface. IDLE helps kids author text-based code to control circuits or actions on screens. It’s amazing to insert these tools into the RPi and watch a computer come to life from a tiny hard drive the size of a fingernail.

What if I don’t understand coding technology?

Don’t worry. There are many ways to get up to speed on the RPi. Among a host of online resources (see sidebar below), David S. Whale’s visual guide to starting a club helps educators and technical support staff get the RPi ready for classroom use. Fortunately for librarians, Whale, a school science ambassador in the UK, and other early RPi adopters have shared many strategies for purchasing, configuring, and using these diminutive computers with kids.

In addition to searching for online help, consider asking your IT person—or better, some tinkering-inclined students—to walk you through RPi, as my colleague Melissa Techman, a K–5 librarian in Albemarle County, Virginia, did, with great results.

Techman asked some sixth- and eighth- grade students at a local student-led professional development session to teach her how to use the RPi. “I was hiding a fear of anything electrical, but I wanted to get past that,” Techman says. She was motivated in part because she wanted to work with Teen Tech Girls, a local organization dedicated to helping girls find pathways to STEM (science, technology, engineering, and math) careers and projects.

“My student mentors patiently showed how the connections worked and got me started reading circuit schematics,” says Techman. They showed her how to write simple code in Arduino, an open-source software for physical computing, in order to make lights blink in a pattern.

Within a week of that first learning session, Techman started Scratch and Minecraft lunch groups at her school. Another great outcome: The tutorial “gave me the confidence to learn alongside my own inventive young students and to try new things with several programs,” she says.

For novices like Techman, learning to program with Scratch on a computer you assemble yourself is one of those experiences that shows how fulfilling it is to become a coder and maker. Once we know that feeling, it becomes a happy task to imagine how reading, writing, and math relate to planning physical computing projects and composing code.

Techman also came away from her student session inspired with ideas for physical computing and writing projects to use with upper elementary grades. In addition to starting multiage Scratch, Minecraft, and physical computing mentoring groups in her school, she plans to partner with a local high school to find mentors for her young students. The high schoolers could help the younger kids write their own Web pages using Mozilla Webmaker’s Thimble platform, among other exercises.

Photograph courtesy of Raspberry Pi Foundation

What kind of physical computing can I do with the Raspberry Pi?

Using the RPi, kids can connect Scratch with Microsoft Kinect to write programs controlled by a player’s body. Or they can plug an Arduino circuit board into a laptop to light up or move attached objects by writing small “sketches”—short programs—of code.

Working with Python and IDLE to run a circuit or to modify a game like Minecraft makes it clear to kids how computers control the devices around us. Programming a blinking LED light or a Minecraft building helps them see how what we do with code translates into what happens virtually, on screen, as well as in the physical world of electricity.

They can use a MaKey MaKey board—a small, cheap ($50) circuit board built on the Arduino platform—to wire up anything from bananas to books. MaKey MaKey boards act as bridges between computers and other objects that can “talk” to Scratch like hand-held video game controllers. Anything conductive can become a part of a kid’s controller with MaKey MaKey. For example, in one well-known MaKey MaKey project, bananas can and do act as keys of an on-screen piano (demonstration). A wire from the MaKey MaKey connects to each banana. Another wire—the “earth contact”—goes from the board to the user. When the user touches the banana, the board registers the completed circuit and tells the computer to play a note.

Another idea: Make a digital book project with MaKey MaKey. It’s possible for a kid to animate a story in Scratch and then to “turn” its pages using a MaKey MaKey connected to her computer and a physical book decorated with conductive material like graphite or tin foil. The author can wire a decorated page of her book to a MaKey MaKey, hold the earth contact, and then tap her book to complete a circuit. The MaKey MaKey then tells the computer to advance her story on-screen.

Another very useful Raspberry Pi extension for physical computing, called Cobbler, connects the computer to a breadboard (a kind of pegboard for circuits) so users can write short programs that control physical parts like lights, motors, sensors.

Arduino is another great open-source software for physical computing. The Arduino sketch pad, a free download, provides embedded help as the learner writes programming commands.

Photograph by flickr.com/skokiepl

What else can kids make with Raspberry Pi?

Brad Jones, a youth technology librarian for the Skokie (IL) Public Library, runs a “Codebots” club for elementary school students, with the help of two staffers. Recently, kids in the club used Raspberry Pi computers to run Scratch and write programs for LEGO WeDo kits, another example of physical computing for kids.

“Try! Fail! Fix!” the kids were chanting. I was impressed by how patient these LEGO natives were. Things would break, and they’d shrug. “That’s OK. That’s how it goes with LEGOs,” says Jones.

Projects like this serve as ready pathways to increasingly sophisticated endeavors using the same open technology—like the recently Kickstarted “Brick Pi” project that uses Raspberry Pis to run robots built from Lego Mindstorm/NXT kits.

In my own middle school classroom, one eighth grader has learned how to run Minecraft: Pi Edition. He’s started using IDLE and programming tutorials to change the way he plays the game. For example, he created a never-ending bridge right under his avatar’s feet. A stone appears in front of his character wherever he walks so that he can never fall into water or lava—or fall from a great height while exploring the sky. By altering the materials that make up his “bridge,” my student can actually leave multihued trails that make his avatar into a kind of paintbrush walking the land. When feeling silly, we also make the LEDs on the breadboard blink as we play.

As the student puts it, “You can customize the technology to do whatever you want. You feel like you’ve accomplished something that’s actually useful and really cool.”

The bigger picture

Using tools like the RPi to bring the Maker movement into libraries and schools is a powerful way to combat academic passivity. Kim Wilkens, the founder of Teen Tech Girls, sees other benefits from learning to code and physical computing.

“Being able to code opens new avenues to create and explore,” says Wilkens. It “helps everyone build an understanding of the role of hardware and software in the technology we use and take for granted every day.”

Wilkens has found that by late elementary school, many girls lose sight of imagining themselves in computer or engineering careers. For such girls, engaging in coding, making, and physical computing with women mentors in formal and informal learning spaces helps them see that technology overlaps many fields. It’s not just for those who study “serious math” in high school or college.

Several major organizations allied with kids and educators, such as the MacArthur-supported Digital Media & Learning Hub, the Mozilla Foundation (webmaker.org /en-US), and the National Writing Project, are investing heavily in connected learning around code, making, and physical computing. This kind of support should encourage us to set our young male and female students loose on code. Where there is room for code—which encompasses art, creation, and inquiry—there is room for curiosity and empowerment. With a tool like Raspberry Pi, it takes just a small investment and a willingness to learn for us all to code, make, and connect with other people who are doing the same.

Photograph by flickr.com/skokiepl

1. Visit a site like Adafruit to find a starter kit that’s right for you. I suggest a kit that has all the cords you’ll need, a Cobbler extension kit, and a Micro SD card preinstalled with the Raspbian Wheezy operating system.

2. Gather old and unsupported mice, keyboards, and monitors from around your school, library, or community.

3. Once your kit arrives, assemble your Raspberry Pi! Check online tutorials for any help you need.

4. Follow the on-screen start-up prompts to get everything running.

5. Pick a project—for starters, try to make a single LED blink using your RPi. Document your progress and publish it online for others to see.

6. Keep your RPi and LED on display and invite kids and community members to change little bits of the code—like how long the light stays on—to dip their feet into physical computing. As interest grows, invite kids to create a club with you.

7. Keep documenting what folks make with the RPi and curate a display of their work in your learning space. You can encourage kids to do the same and publish their learning.

8. Pick a next step: Start learning how to install and program software like Minecraft: Pi Edition on your RPi or perhaps set up another computer or two around the first.

Raspberry Pi Quick Start guide

Raspberry Pi project ideas from MAKE magazine

An Adafruit Raspberry Pi starter kit for purchase

Great Raspberry Pi Projects Created by Kids Winners at the Cambridge Computing Centre 

Minecraft Pi Edition

David S. Whale (@whaleygeek) on setting up a Raspberry Pi club

An 11 year old’s blog on Raspberry Pi Projects

Chad Sansing (csansing@gmail.com) teaches middle school language arts in Staunton, VA. He works with the National Writing Project and Mozilla’s Webmaker project to champion kids’ connected learning.

During a maker party at the New York Hall of Science, kids used
MaKey MaKey circuit boards and Scratch programming language.
Photo courtesy NYSCI

Tinkerers of all ages are flexing their creative muscles during the Summer of Making and Connecting, a global project geared to empower digital crafters and match people with maker activities, online or on the street.

Running from June to mid-September, the campaign offers dozens of ways for kids, parents, and educators to make stuff digitally during the summer months and beyond. The venture is sponsored by the MacArthur Foundation in partnership with the National Writing Project (NWP) Educator Innovator and the Mozilla Foundation.

“People really love to play and make something,” says Elyse Eidman-Aadahl, NWP’s director of national programs and site development. “There’s a piece deep within us that wants to create, and we’re seeing it across so many domains.”

The project kicked off in June with the Maker Party, an online happening linking interested makers with design events, maker camps, coding challenges, and other activities. The idea was for people to bring their do-it-yourself spirit and apply digital tools to remix, collaborate, and share their creations over the open Web. Summertime makers are using the hashtag #clmooc on Twitter and elsewhere to tag their projects. You can also follow activities on the NWP Educator Innovator blog.

Makers can participate in real life, from Brooklyn to Uruguay, at physical events listed on the Maker Party site. Virginia-based educators Chad Sansing (@chadsansing) and Melissa Techman (@mtechman) launched a program called #nerdcamp this spring, and it’s continuing through the summer. On a recent July day at #nerdcamp, a mix of adults and one student were happily huddled together programming Arduinos, open-sourced circuit boards, to work with LED displays.

“The whole point is to tinker and see,” says Sansing, a language arts teacher at Shelburne Middle School in Staunton, VA (and author of the SLJ feature story “Life with Raspberry Pi”). Not all #nerdcamp projects succeed, however. That doesn’t matter to Sansing—and it shouldn’t to participants, either, he says. He especially likes it when grown-ups experience the rewards of “what it’s like to work on something you want to work on, for a long time, where you’re fully engaged.”

Virtual Summer of Making and Connecting participants include Susan Angel (@zsuzsannangel), a sixth- and seventh-grade teacher in Vancouver, BC, who built a short slideshow using Haiku Deck to promote her teaching and learning credo. Valerie Hill (@valibrarian), a teacher librarian at the Lewisville (TX) Independent School District and adjunct instructor at Texas Woman’s University, built a 3-D virtual book about media before and after Gutenberg. Adapting templates that Sansing had made, Techman crafted a page featuring thoughts people encounter while writing.

What happens to this outpouring of activity come September? The Summer of Making and Connecting “is not meant to live in the summer and die,” says Techman, a school librarian at Broadus Wood Elementary School in Earlysville, VA. “We want to bring ideas from the summer into classrooms, public libraries, and to other constituents.”

NWP’s Educator Innovator project is working on strategies to keep the creative connections flowing. And for those who didn’t get a jumpstart on the event this year, NWP and its partners plan to launch another one in the summer of 2014.

“This really is a movement,” says Eidman-Aadahl. “We want every young person to see that they can be a creator and maker of their own life.”

Miami-Dade Mayor Carlos Gimenez, who last month warned that 22 of the county’s 49 public libraries could be shut down this fall due to deep budget cuts, announced Thursday that his administration now expects to shutter only four.

[Our emphasis]  The dramatic reduction, while welcome news to library supporters who have campaigned to keep the facilities open, still comes with plenty of pain. Libraries across the board will likely shorten their hours and be staffed by fewer librarians.

Though the number of closures has shrunk to less than 10 percent of the existing libraries — compared to nearly half under the worst-case scenario — the number of proposed layoffs has not gone down by the same proportion. The latest estimate has 192 library workers losing their jobs, down from 251.

[Clip]

The list won’t be finalized until commissioners vote on the 2013-14 budget after two public hearings in September.

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See Also: We posted earlier this week that the Harrisburg Public Schools no longer have librarians on staff and volunteers will trained to “check out and organize books and other materials.”

Will a similar scenario also be case in Miami-Dade? What about all of the other things librarians do in both school and public libraries? Additional comments here.