Kovvy's Blag

I thought that all the webinars I saw were very well done-- good job, everyone! I liked the chat window. It gives you the option of piping up anytime without feeling like you're interrupting too much or breaking up the flow of the presentation. Also, the PowerPoint slides add a lot to the presentation, just as with presentations you attend in person. (But you can show up to webinars in your PJs!) And the ability to archive webinars and re-watch them or make them available to people who were unable to schedule their time accordingly is definitely a bonus.

Now, on to the readings for our final (sniff) class-- of course I had to read the Fontichiaro article first. This project sounds an awful lot like another blog project I've heard of somewhere.... but where? It's definitely a good way to get people thinking and sharing their ideas with one another. I think it's worked out well in this remake.

Semadeni article: Again, I like the thought of collaboration and idea-sharing between the educators. It's also inspiring that these teachers are putting such an emphasis on continuing education and learning new things, ever striving toward making their students' experiences as good as they can be. Also, the idea of having rotating leaders is great, for all the reasons the article mentions: It prevents burnout, keeps good teachers in the classroom, allows the leaders to teach and keep in touch with reality, as well as nipping any possible resentment from the other teachers in the bud.

It's strange how having class in a different room can make it feel almost like a different class. This semester I have 620 in that room on Friday mornings, so it was a bit disorienting for me to be in there Monday evening. I feel like it should be the weekend again.

It's also crazy that the semester is so close to being over. Our big bad webinar is next Wednesday at 6 p.m. (be there or be somewhere else!), and after that webinar there's just one more class meeting... Bizarro!

Oh, and I suppose I should mention that the webinar I watched was the one about Blackboard. A lot of it seemed similar to a (longer) version of the screencasts we did earlier this semester-- the gentleman talking demonstrated how to do various things using the site. I was a little surprised that about half of the time they had was devoted to Q&A, and also at how abruptly the webinar Q&A was cut off as they ran out of time. It worked out perfectly, though. It was a little bit like a long commercial, though, which I hadn't really been expecting.

I actually had a Twitter account before I needed one for class. I made it earlier this semester, just for the lulz. You know how I do. Anyway, I followed so many actors, comedians, webcomic artists, and people who say funny irreverent things that it quickly became ridiculous and a huge time-sink to read through all of that, so I just washed my hands of the entire thing and fled. (Talk about information overload, amirite, SI 500-ers?) I recently went through and organized everyone I follow into lists, but I might have to take a look at one of those Twitter-managing programs/websites I've heard mentioned. The two I can remember are Tweet Deck and Hoot Suite. Perhaps I should go check them out.

And then I will, as they say, tweet the deets. Ha!

Ah, goodness. What can I say about these that I haven't, at one point, said about all presentations?

I thought everyone had interesting topics, and we had good conversations about them.

I always get way more tongue-tied than I think I will. A point I want to make will occur to me as I listen to someone else talking, and then either the conversation will have moved to another topic and my point is no longer relevant, I will have forgotten my point, or I will have realized that my point was stupid to begin with.

I should actually write out what I'm going to say, or at least a bare outline, so I don't get so nervous that I forget everything. With group presentations like that, it really would be better to designate a bit strictly what each member is going to talk about. I do hate interrupting.

It's hard to tell when people are done reading. I guess maybe the people I saw still looking at the papers were already finished, just being polite and wondering when I would start talking.

Actually, I just went back and looked at the evaluations again, and only one person said that we gave them too much time to read. I don't know why, but each person's comments really seem to carry a lot of weight. Overall they were positive, but I still find myself wishing I had done way better and impressed them somehow.

20 minutes is both longer and shorter than you would think.

Will blog about the readings later.

Well, it's certainly 'later'-- so here we go!

The more I read about teaching, the more I wish I could remember more of my teachers' strategies, especially in my younger years. I do remember one time in kindergarten or first grade that we finger-painted with pudding. Boys got the chocolate pudding first, while girls got the vanilla pudding first. I do remember thinking that was unjust. But I also remember not caring too much, because hey-- finger-painting with pudding! But yes, people who are experts are not necessarily the best choice to teach. It takes a different skill set.

I thought that it was very helpful, not only to get an opportunity to hear from Bobbi Newman, but also to see the webinar tool that we'll be working with.

The webinar tool seemed pretty straightforward, so I think I can leave it at that and not wax poetic about it (wax prosaic?).

It was, as always, nice to hear from a professional in the field-- what are still more academic concerns to me are real-life to them. I know I really need to get out of the academic mind-frame (because if the Blue Fairy grants my wish, in a short while I'll also be a real librarian), but it's difficult.

As several of my cohort members mentioned, it was really nice to hear a librarian that wasn't up in arms about the Harper Collins situation. And where there's one librarian that feels that way, there are bound to be more that we just haven't heard from. Perhaps this can get resolved without a full-fledged mob forming after all.

I also thought it was interesting how much of the time was devoted to her answering our questions. She was very thorough, knowledgeable, and friendly, and I enjoyed having her as a guest speaker.

I'm nervous about the workshop on Monday-- we'll see how it goes!

Oh, and this is actually something I watched for my SI 620 (Collection Development and Management) class, but I hope you all find it interesting, too, if you have the time to watch it. It's Eli Neiburger talking about how libraries are screwed. :)  Interesting stuff!

Part One

I had a lot of fun with the book club. I thought everyone in the Diamonds group did really well, and I really enjoyed listening to other people's thoughts on the readings.

It was also really helpful to get the feedback. I wasn't sure how much I was supposed to talk while we were presenting; I did want to add my opinion to the pile, but was worried I might be seen as trying to control the conversation too much, or like I thought my opinion was the be-all and end-all or something like that. But the entire experience was a good one, I think, and cemented my desire to be in a book club once I graduate. I don't know if I'd feel fully comfortable leading one yet, but I think participating would be nice.

However, I did think that the role-playing made things a little more difficult. I sometimes have a hard enough time coming up with what I want to say, without pretending to be a teenager (I don't know if I can accurately remember what that is like-- all my memories are suspect), or a youth librarian (which I have never been and don't plan to be).

Will add more later, about the readings for next week-- I'm dying to play around with this web archiving thing for another class.

Okay, on to the readings.

Pattern Recognition: You know, I'm no expert, but I get the impression that Harper Collins is more well-known for their fiction publishing, so I'm not sure this data from what the librarian admits is a small academic library with poor circulation is really relevant. The places that would be more affected by this, it seems, are public libraries that are already hurting for money and have higher circulation, especially in pleasure reading. I think that the commenters made some really good points.

http://boycottharpercollins.com/ is really straightforward. I didn't realize that Harper Collins owned so many publishing companies. It's true that some books that are really old still do circulate... I want to watch the YouTube video to see how many times the paper books manage to circulate. I am not familiar enough with library stats to know the averages.

YouTube video! First off, I must say that these are the most literate YouTube comments I've ever seen. I wasn't surprised to see that books were still in good condition after being checked out 26 times-- I also thought it funny that the paper copy was under a lifetime guarantee. Those librarian ladies were funny. This video is definitely proof that Harper Collins is way out of line with this policy.

Code of ethics: Nothing surprising here. I think I've read it before. Good ethics, indeed.

Open Letter to Librarians: "We have serious concerns that our previous e-book policy, selling e-books to libraries in perpetuity, if left unchanged, would undermine the emerging e-book eco-system, hurt the growing e-book channel, place additional pressure on physical bookstores, and in the end lead to a decrease in book sales and royalties paid to authors." I'm really not sure how this would happen. I'm no econ major, but I don't see how charging libraries multiple times for the same book would relieve pressure on physical book stores... Are they really that closely interwoven?

Questioning Boycotting Harper Collins: I guess I could see Harper Collins' proposal as being more reasonable if the number of check-outs allowed were higher. As the YouTube video showed, books are still in good condition after several times that many check-outs. While I do see his point that the beginning of negotiation might be a bit premature for a boycott, I do think the Harper Collins idea is ridiculous. A boycott certainly shows that people are serious and will not budge. I certainly hope that things get worked out in a favorable way to everyone, and soon: this debacle will most likely set a precedent that we will all have to live with.

For class 6 on Feb. 21st, I was unfortunately unable to attend. I've reviewed the PowerPoint from that class, but it's (obviously) just not the same as actually being in the room listening to the lecture. Reading my cohort's blog posts about it is actually not all that enlightening, to my surprise-- I can make neither heads nor tails of them, really (aside from the basics and when they refer to the readings), without having shared the experience. Not that it's their responsibility to transcribe the lecture for me or anything! Not by a long shot. I'm sure my comments regarding class and readings are just as obscure for someone who hasn't attended lecture or read the readings. It just reinforces my natural aversion to missing class.

For the book club readings, I am a Diamond-- presumably because I am a girl's best friend.

The first I'll write about is the story that my group found: Oscar Wilde's The Nightingale and the Rose. I'm a huge fan of Wilde. His plays are some of the few I enjoy reading, and I love his humor and wit. He stays true to form with this short story, which starts off like a typical fairy tale-- talking animals and plants, deep meaning, things in threes-- and ends focusing on the fickleness and stupidity of people.

The next: A Modest Proposal by Jonathan Swift. I also love Mr. Swift's satire-- how he works his way slowly into the solution, before laying it on the table and going into all kinds of details about who would buy the babies, how to prepare the babies, how they could use baby skin for leather, and so on. It's nice to see ye olde trolle in action. It reminds me of this awesome self-portrait from the 1790s by Joseph Ducreux, which you may have seen around the internet:

(from his Wikipedia page. Edit: That picture doesn't seem to be working for some reason-- just go to the Wikipedia page to check it out. It's the first one on the far right.)

People were still awesome back in the day. And I think it's notable that Swift's work is still well-known enough, almost three hundred years after he wrote it, that it is still referenced in movies, games, cartoons, and TV shows.

And then: Four Habits of Highly Effective Librarians by Todd Gilman. Gilman raises many good points about the changing landscape in Library Land, and offers some good ways to make life a little easier for oneself and one's fellow librarians. Many of his suggestions just seemed kind of like good common sense, but I suppose when things get hectic, it can help to remind yourself of those.

Next on the list: The Landlady by Roald Dahl. Roald Dahl is another great author; I loved to read his books when I was younger. And I'd probably still love them if I read them again. I think I'd like to. It was nice to read something of his that I hadn't read before-- it was quite a creepy little story. That landlady sure doesn't waste any time getting down to business!

And, last but not least, Hansel and Gretel by the Brothers Grimm. I imagine pretty much everyone has read this. Actually, though, I had forgotten the very end, where they ride a duck to safety and return home rich to find their wicked stepmother mysteriously dead. I find it somewhat interesting that the women in the story are wicked and end up dying, while the girl is just somewhat useless and a nonentity until she kills the witch. The boy is clever, and their father is supposedly good, though incredibly weak-willed and brow-beaten.

Class on Feb. 14th:

I was unwise enough to wait a few days before writing about class, but I really enjoyed the extra care that was put into the presentation, and all the old Valentines. I also liked how the McGonigal talk was linked to other classes taught here-- it really gives people a chance to take classes that are going to interest them more. I like it when information in class branches off so that you can pursue it on your own, rather than just dead ending as the section ends.

I must also admit that I am looking forward to the book club activity. I've always kind of wanted to be in a book club, but never got around to it due to worrying about not liking the book they chose, or not being able to come up with anything worthwhile to say about it, or just more mundane concerns about being able to find time and transportation.

Readings for next week:

I think the Socratic method piece by Tredway was really interesting. I kind of wish I'd had a chance to partake in interactive thinking and learning like that when I'd been younger. I wonder if this is what goes on in forensics classes. Again, it seems to tie back to making students interested and involved with their learning to make it stick. Using a novel (well, novel to someone used to America's public school system, but actually ancient) method such as this one seems like it has nothing but benefit-- and in only an hour a week!

On Hoffert's book-splosion: I had never thought of book clubs reading separate books to discuss a common theme. It kind of blows my mind. I'm not sure how well it would work out... I do think that there is some merit to having some common ground-- as I mentioned when we all found and read our own articles for this very class some weeks ago. I think if there is a shared text, it would make discussion so much easier, as people would be referring to concepts and events familiar to everyone. It's always interesting to see how different people interpret the same text. Of course, as I also mentioned before, I've never taken part in a book club using either format, so I can't say for sure which method would work better. I certainly can't argue with the results mentioned in the article.

Oh, Metzger's article involves the Socratic method, too! I guess I'm reading these in the wrong order. This article's really interesting, too. It's longer, so it has a chance to get into some specifics of using this method. I really like her students. :) They really seemed to take the concept and run with it. I'm really impressed. I keep thinking back to my high school literature classes (what I can remember of them, at least) and wondering how an activity like this would have changed the experience. I think it would take some time to get into the right mode, but Metzger also mentions how the first few sessions were a learning experience for everyone.

On to the Darnton, which I printed out before class on the 14th-- it feels as though it's been a while since I read something not on a computer screen, but of course that isn't true. I have physical texts for two of my classes this semester, and maybe more once spring break is over and my 1.5 credit class starts. Hm, I'm supposed to read this one closely. Pressure's on! Are we supposed to mark these up like the students in the Metzger article? Because right away I noticed that one of the words in the title is unfamiliar to me, so I looked it up. Jeremiad: A long, mournful complaint or lamentation. Yeah, I thought it sounded Biblical.

Actually, I think it's getting a little late for such intimidatingly close reading, and I have some other stuff I need to do tonight. I'll add on to this blog post later with my super-close reading!

------------

Okay, let's do this.

Wow, Harvard's book collection is (of course) very impressive! I'm glad that they're digitizing it for the world. I would love to have the chance to touch a Gutenburg Bible, oh-so-carefully! It must be crazy to touch such an important piece of history. I love old things like that.

It's always a little strange to me when someone says 'vicious circle' instead of 'vicious cycle,' but now that I think of it, most people I've heard go the 'circle' route. You know, I'm not sure this is really a close reading so much as me getting hung up on irrelevant details.

So Jeremiad 1 deals with the problem of disproportionate increase in the cost of serials, a topic that has been discussed in several of my classes. I thought that the plan they came up with to try to counteract it was a good one, and I'm sorry that it didn't end up working out. The best-laid plans of mice and men...

Jeremiad 2 shows us some shocking statistics. I can't believe that those journals cost so much! I mean, I suppose I'm still stuck thinking as an individual consumer and not an institution that has many people using its resources, but good golly! How do journal publishers expect libraries to keep shelling out that kind of dough? The article mentions a court case that may indicate that publishers will no longer be able to prevent the circulation of information about their contracts-- I think that's all for the good. Perhaps I'm biased, but it certainly seems to me that libraries are getting the short end of the stick, and any advantage they can get is all to the good.

Oh, and I see that Harvard has a policy like the one at U of M we learned about in 620 the other day, where the university will reimburse the fees for people submitting articles to open-access journals. I like it, but it is kind of a Band-Aid solution rather than a real fix.

Ooh, the Espresso Book Machine! I've heard so much about it, but have yet to see one in action. I understand that there is one on campus, is that right? Is it available to the public?

Jeremiad 3-- Google, where most things inevitably end up.

Oh, I didn't realize that libraries would have to pay to access Google Books-- that seems kind of underhanded, especially considering that many of the books were only scanned in the first place because of the goodwill of libraries.

'Cocaine pricing'? That is so 80's. Let's call it 'methamphetamine pricing.' Get with the times!

(I don't know, is meth still the 'big' drug? I find it so hard to keep up with these things. I suppose some would argue that coke will never go out of style, though I've always found drug-abuse-related deviated septums somewhat gauche. But I digress.)

Oh, my, a national digital library would be wonderful! How futuristic!

So I think I'll just write about class now, and then later edit this post and add on my reflections on the readings. I briefly considered writing both parts right now, but then decided that it's never a good policy to reflect on things you've yet to read.

I thought that the TED talk on computer games was interesting. I've never played WoW, but I know the gist of it. I've never been too interested in playing it, partly because of the monthly fee, but mostly because I feel like WoW is the reason that Blizzard might never release Diablo III. It's been eleven years since Diablo II! Come on!

I wish she'd had a longer talk. I would have liked to hear her ideas for on how to transfer the four strengths of gamers (urgent optimism, social fabric, blissful productivity, and epic meaning) into real-world situations, or how to make games that expanded those strengths. It does seem that there could be a lot of potential for real-world action, if only the right outlet were found.

However, I'm not exactly sure it's possible. Each of the strengths she listed does seem to be, in some ways, very firmly rooted into the game world.

Urgent optimism, for starters. People can be optimistic in video games because of the fact that video games were designed from the ground up by people to be fun (ideally, at least), with the ultimate goal of having the bad guys defeated. Gamers are given specific goals, with instructions and help in-game (and wikis online if they get stuck). That is certainly not the case in real life.

As for the social fabric: I love a cooperative game as much as the next person, but part of the reason that it can create bonding is because the people are all having fun, doing something they like. People who watch movies together also bond. And this social fabric also ignores the people who go online just to bother those serious about gaming-- griefers and trolls.

Blissful productivity... I guess there could be a debate as to how 'productive' anything one does in WoW actually is. Farming for gold might get you (fake) gold, but clicking on things isn't exactly work, is it? I mean, it kind of brings to mind the 'slacktivism' that you see on FaceBook: "Change your profile picture to a cartoon you loved as a kid for this week so kids don't get abused!" It obviously won't stop anyone from abusing a child, and it won't help abused children. It's a way for people to say that they're doing something when they're really not.

And epic meaning is a part of gaming, again, because games are built for people and by people. The world is threatened with destruction, and only you and an unlikely, rag-tag group of lovable characters stand in the way of the bad guys! I really can't think of a real-world situation that is comparable. Sure, it might help the environment if you recycle, but it's hardly something I would call epic. It's not glamorous, and there's always the knowledge that the actions of a single person are dwarfed by the actions of the many. This is where the 'community' aspect comes in, I suppose, but it's still not the same. Gamers (or rather, their characters) are almost always heroes. We can't all be heroes. We can't all single-handedly save the world.

That being said, I would be interested  in checking out those games she mentioned in her talk, to see if I can glean any real-world changes from them. I haven't had time yet, but it's on my (long) list of things to do.

Oh! Also, the talk of teamwork and real-life skills made me think of this zombie game I heard about: http://xboxlive.ign.com/articles/114/1147634p1.html It's my understanding that the game is going to focus more on surviving the zombie-infested land than other zombie games. You fortify your defenses, go out searching for food, and rescue other people. I think it sounds like it could be really fun! People banding together to survive!

I liked being able to see the survey feedback from my classmates. I thought some of the comments were really helpful, and some were similar to what I had written-- honestly, on a couple of them I wasn't sure which response was mine. I was also struck by how similar everyone's groupings of the scraps of paper were. We seem to think alike in a lot of ways.

Edit: To comment on the readings. I did go on about video games for quite a while, so in the interest of brevity I'll try to be succinct.

I like how the readings reinforced the fact that learning happens best when based on previous learning, and can be transferred. It's reinforcing knowledge that we've been given earlier. :) I found it interesting, though, that sometimes contextualized learning can impede the transfer. A lot of times, people understand information more easily when it's contextualized in a familiar way, so it's unfortunate that the very thing that aids understanding impedes the usefulness and transferability of that knowledge.

You know, it really blows my mind that in the olden days, being able to sign your name made you functionally literate, even if you couldn't read or write anything else. It is a step above scrawling an X, but still. When I think about all the advancements we've made as a society (technologically, medically, educationally, everything), I just can't believe how lucky I am. It also makes me wonder what mad upheaval is going to come next!

I certainly can't picture a time when all that would be expected of me at school is to memorize, recite, and copy down the words of other people without thinking about them and writing my own thoughts down. It's very interesting how quickly this all has changed, historically speaking. The tiniest nudge brought down an avalanche of improvements in education (the weather influences my metaphors, I think).

Now it just seems like common sense that students learn better if they see a reason for knowing what they're learning, and that things stick longer if they connect to existing knowledge.

It's also kind of a no-brainer today that different cultures have different standards and expectations of their students, though oftentimes the particulars aren't as widely known as the simple fact that the differences exist.

And of course feedback helps people improve their work and their understanding!

This is my very first attempt at making a screencast.

The first article I found is "Incorporating Undergraduate Advising in Teaching Information Literacy: Case Study for Academic Librarians as Advisors" by Courtney L. Young. It appeared in The Journal of Academic Librarianship, Volume 32, Issue 2, in March 2008.

Before I read this article, I hadn't really thought about the parallels between academic advisors (my spell-check doesn't like that spelling, but it's how it is in the article, so I'm going to leave it like that. I'm a rebel, ignoring red squiggly lines left and right!) and academic librarians, but there are quite a few-- enough that this particular librarian became an advisor for a year without many difficulties. Both librarians and advisors care about the students' overall academic experiences, and do all they can to make them more enriching ones. Additionally, the Academic Advising Program has a list of "Desirable Student Learning and Development Outcomes" which are very similar to the Association of College and Research Libraries' "Information Literacy Competency Standards for Higher Education," both of which are listed in the article. Both emphasize (ideally) teaching the student skills that can be used, either in a multitude of classes and research situations, in future class, or in future jobs. There is a real focus on transferability and lifelong learning.

Both are also good listeners-- the advisors so that they can guide students to take courses that they will be suited for, and the librarians so that they can guide students to the proper materials using the reference interview.

And it also seems that both are often underutilized by students, which is a sad state of affairs, considering that they are there for the students' benefit.

The second article I'll discuss is called "The Information Literacy Debate" by Loanne Snavely and Natasha Cooper. It also appeared in The Journal of Academic Librarianship, though in Volume 23, Issue 1, January 1997.

Since this is an older article, it seems as though it was written at a time when people were still figuring out what exactly 'information literacy' was supposed to mean. It's a different style of learning, and it's about coping with change in rapidly changing fields. It's students and people knowing when they need information, what it is they need, where they can find it, how to organize it, and what to do with it. As mentioned in the previous article, it's about being a life-long learner. A very useful set of skills to have.

This article also discusses the pros and cons of picking up the relatively new term 'information literacy' and running with it. At the time, there were other, more familiar phrases like 'library skills' 'bibliographic instruction,' or 'library instruction'-- in fact, it has a whole table of suggestions for terms to use instead of 'information literacy.' The issues with those phrases, say the authors, is that they focus too much on the 'instructor' role of the librarian, when the real emphasis should be on the learner, and the greater involvement that the learner has with the material. The other phrases are too limited and not forward-looking enough to express that concept.

Obviously the term did catch on, and we are happily using it today. It is kind of interesting to find these older articles from a time of uncertainty about something that has since been decided. It's fun to read this article with my knowledge of the future. 

The third and final article that I'll be looking at is "Information Literacy: A Collaborative Endeavor" by Thomas P. Mackey and Trudi E. Jacobson. It appeared in College Teaching, Volume 53, Issue 4, in October 2005.

This article argues that teaching information literacy is not and cannot be a job left solely for librarians. It should be a collaboration between librarians and faculty, and they should work together in all steps of the process to make sure that the students are getting the most out of their education. Again, the emphasis here seems to be on life-long skills and transferability-- that seems to be the motto of information literacy.

I definitely think that having the lines of communication open between faculty and librarians would be for the best. Each of them sees primarily a different side of the student; the librarian helps the student with works in progress, whereas the professors generally see the finished projects. With each getting feedback from the other, and from students, they can work to make classroom activities and library research more effective for the students. Additionally, if librarians help professors plan their courses, they can make sure that all the necessary materials are available for the students.

The case studies that the article has, from the University of Albany, seem to illustrate the notion that collaboration between faculty and librarians is helpful for students' information literacy. I feel it is a model that should be adopted in more universities.

We've talked a little in a few of my classes about librarians leading workshops and teaching classes on how to do various tasks. I've always found it a rather interesting topic, because before I enrolled here, I'm not sure that I had heard of that practice. It certainly seems like a useful one-- what a great thing for the community to take advantage of! And it must be kind of exciting (if a bit nerve-wracking!) to get up in front of a classroom of people, determine their skill level in the subject matter, and teach your little heart out.

It would definitely be helpful to get some tips to help with the planning of the lesson, though. This section of the book Creating the One-Shot Library Workshop by Jerilyn Veldof sets off assuming that we've all had experience teaching these workshops. As I said, I have never done it. Perhaps I could attend a workshop on creating a workshop.

The idea that Veldof suggests of working with a partner or group, bouncing ideas off of one another, is a sound practice, I feel. In addition to getting more than one brain storming on the topic, it's also a chance for the more experienced workshoppers to help along the person with less experience in that area (like me).

I also think it'd be a good idea to record these workshops and make them available online, or even make a video specifically for online use.

Of course, there are some drawbacks to having this lesson being done pre-recorded and online: The students wouldn't get to ask any questions. That's the main problem that I can see right now. Also, it would be hard to make a one-shot workshop that's one size fits all. Some people would need more of the basics on any given subject, while those who are slightly more advanced would be bored by that refresher. You would have to strike a delicate balance.

Those downfalls, however, would be balanced by considerable benefits: People could learn things in their own homes, assuming they have computers with internet access. They could pause the video, or re-watch it as many times as they needed if something were confusing to them. That's certainly not a substitute for one-on-one help or being with a live teacher, but it's better than nothing. The convenience is definitely a big factor.

A lot of this first chapter really made me think of the differences between the usual schooling that a child gets and the schooling that the child would get in a Montessori school. I never went to a Montessori school, but my two elder siblings did for a few years. From what they told me, it was a lot more student-driven that the school that I attended. Which isn't to say that I was unsatisfied with my schooling as a child; from what I remember, it was fun enough as it was, and I enjoyed learning what I was taught. It does make me wonder, though, what it would have been like to have experienced even a short period in that different environment. Now, it was some time ago that I talked to them about it, but perhaps I should revisit the subject with them, if they even remember back that far. I wonder if there was a period of adjustment, where they had to get used to the way things were done in the 'regular' school, and if they wished they could go back to Montessori. 

The last tech class I attended (and only tech class that I can recall, in fact) was good old SI 502. It was mostly aimed at novices-- that was its whole purpose, to give people who had never programmed or who had limited experience programming a glimpse into the workings of computers and the internet. Since it was a class for beginners, I think that there wasn't a lot of space to promote expert-level growth. What we got was a good foundation to build upon, and a survey of the many areas within the subject. I personally found it very interesting. A couple of my siblings, my boyfriend, and lots of my friends, are all much better than me with computers. Before this class, I'd pretty much only used computers to research, write papers, buy things, play games, and surf the internet. I still wouldn't call myself an expert, but at least now I sometimes know what all my friends are talking about until they get too heavy into the acronyms or go into something not covered in the class. Oh, and I also played around with a little HTML in high school in the late 90s, but I don't think that really counts. First of all, CSS wasn't even invented then, and secondly, the most complex thing I did was make a thumbnail image that was a link to the full-size image. And I just looked up how to do that. Oh well, I was pretty proud of it at the time. I think that I would like to take some more computer classes at some point. I really enjoyed learning about something so foreign to me. I still have the uneasy feeling that computer stuff is 'too smart' for me to learn in depth, in spite of my good experiences in SI 502, though, so I'm not sure where I'll go from here. I think that technology is a really important part of libraries. Sometimes people think that libraries are old-fashioned and unchanging, but really, that's so far from the truth. I have a friend who always teases me about going to school for library science-- "Don't you already know how to use Google?" he asks me. He's just joking, but some people do think that libraries are becoming unnecessary with the internet bringing information to everyone. It's important for libraries to come up with not only new ways to reach users and help them, as well as ways to make sure that we're getting the most out of our existing technology, and improving it when necessary.

As for how the 'Adaptive Expertise' section applies to my SI 501 experience... Well, as Shakespeare wrote: "The fool doth think he is wise, but the wise man knows himself to be a fool." I'd never really had any experience with being a consultant. Since it was all so new to me, I was willing to keep my mind open and try new things, and keep learning as best I could. In fact, I'm almost always willing to admit my ignorance. How else can you learn anything? You certainly won't learn if you keep insisting that you already know all there is to know.

So, does that make me wise, or just a self-aware fool?