Response to “Digital Libraries: Shifting the Landscape” article by Glen Bull and Martha Sites

Hi Readers,

I found this article both interesting and emotionally difficult to read because Glen Bull and Martha Sites share how “the era of the book as we have known it is about to undergo an irreversible transition” (2009, p.12) as “the 500-year marriage between printing and reading may be nearing its end” (12).  Actually, this article reveals that the University of Virginia “is removing all 50,000 physical volumes from the Curry School of Education library [and] Google is digitizing almost all 50,000 volumes” (12).  Since this article was printed in 2009, this “strategic move to reshape the library of the future” (12) has most likely already been accomplished and has set the stage for many more libraries to follow this “evolution.”  With the new developments of devices like the Kindle, iPod Touch, and Google Android, “Google Books” are becoming extremely popular (12).  With their “equal-to-print readability and multidevice integration” (13) readers are finding the convenience of shifting between devices very appealing.  Furthermore, these devices help those with visual impairments and offer “a built-in text-to-speech option that will recite any book aloud…to increase comprehension and focus as [students] read” (13).  This is definitely an appealing feature for me as I will most likely have students who will have  difficulty reading.  Also, by using these digital readers instead of textbooks in my classroom, students will be able to fulfill the “Research and Information Fluency” standard (#3) as they “apply digital tools to gather, evaluate, and use information.” On another positive note, I could have more room in my classroom if I did not have to accommodate space for printed books.  

Even with all of these benefits, however, I am not sure why this whole idea of replacing printed books with digital ones upsets me.  Maybe it is because I grew up with actual books and came to love reading by using them or it is because of the fact that reading a screen for long periods of time has never appealed to me.  I would not mind if some books became digital but I still want the option of having a real book.  What the University of Virginia did to its library shocked me and it will take a while to adjust if that is how all libraries will respond to this new trend.  I am not yet a fan but I can certainly appreciate the benefits that this new technology offers.  

In essence, this article forecasts the transition of printed books to digital ones.  With the rise of popularity that I have seen just within that past three years since this article was written, it seems that we are headed towards what the University of Virginia has already done.  Even though the authors predict that “Electronic and print formats will coexist for many years” (13) the trend seems to be reducing the “many” to less by the hour.  I am not sure if I am ready to let go.


Bull, G, and M. Sites. (2009). Digital Libraries: Shifting the Landscape. Learning and Leading with  Technology, 37 (1), pp. 12-13. 

~Marissa Carney

   

Reflection on “The Beginner's Guide to Interactive Virtual Field Trips By Jan Zanetis

Hi Group,

After reading this article, I am so excited for all that Virtual Field Trips (VFTs) have to offer (Zanetis, 2010, p.20)!  The author, Jan Zanetis, was very persuasive as she shared how these VFTs offer a great alternative to actual field trips for both students and teachers (p. 20).  She highlighted all of the alluring components of VFTs and anticipated many of my initial apprehensions.  In essence, she explained how we as teachers have the opportunity to “take” our students to all of the “far-away [and] enticing destinations” (20) without the traveling costs and headaches involved and without ever leaving the classroom.  All of the aspects of a field trip are involved including live demonstrations, tours, hands-on activities, and so much more either through the use of previously recorded “asynchronous” (p. 20) or live “interactive synchronous” formats (p. 21).

As soon as I heard that special “h.323 videoconferencing codecs” were needed to use the online interactive synchronous format, however, I was put off by the idea because installing a device of that nature would most likely be too expensive and, therefore, unavailable. Apparently, though, “approximately 30% of U.S. schools have installed large-group video conferencing equipment” already (p. 21).  If this codec is already available at the school where I work, I would love to take my students on a virtual tour of a science lab and to watch a live demonstration of a science experiment.  Since VFT lessons are taught by experts, “are usually based on national standards,” and include interactive materials and classroom activities, the students get the professional, hands-on experience that a normal field trip would offer (p. 21).  By using this interactive feature, the students would fulfill the Communication and Collaboration standard (NET 2).

I would also love to have my students participate in a “field trip” on the E-field Trips website because they could go at their own pace and explore a location as much as they wanted.  Also, the organization provides a “trip journal, the Virtual Visit (a streaming video), an Ask the Expert tool, and a hosted Web Chat” (p. 20). This experience would help to fulfill the Research and Information Fluency standard (NET 3).

Essentially, VFTs enable teachers and students to “visit” and experience organizations that had previously been unavailable to them due to distance issues and travel costs (p. 20).  I found it interesting that most students “have no problem adjusting to interaction with an on-screen instructor” and that they “often find the experience novel and engaging” (p. 21).  If the students are interested in learning this way, I feel that, as their teacher, I should be willing to incorporate VFTs into my lessons!

      Zanetis, J. (2010). The Beginner's Guide to Interactive Virtual Field Trips. Learning and Leading with

                  Technology, 37 (6), pp. 20-21.

~Marissa Carney    

Worth the Risk

Hello Classmates,

I would have to agree with James Maxlow and say that blogging is worth the risk.  Even though Lisa Nielsen gives a valid testimony of the risks involved in blogging, it seems to me that there should be some discretion on the part of the author in what is posted.  No one is forcing anybody to share information that they do not want to share.  If you want to post a blog, you are asking for people (of all different opinions and perspectives) to read it.

I agree with how Maxlow argues that we have to take responsibility for what we post. Being under the intense scrutiny of other readers will make a person more conscientious and will hold the author accountable for what he or she says.  Maxlow goes on further to say how powerful of a lesson this is, for young people especially. His challenge is valid, not only online but in person, when he says, “effective communication requires us to consider the effects our words might have on our listeners or readers…effective communicators anticipate reactions.”  Words need to be chosen carefully.

In essence, I believe that blogging can be a powerful tool for a student (person in general) to be heard.  It offers an unhindered avenue for expression and communication and, while there are risks involved, the person has the ability to censure what he or she wants to be seen and known.  As someone who has a hard time expressing myself in person, blogging enables me to speak my mind and be heard.  I know that I am not alone. 

Marissa Carney

Here We Go!!!

Here we go!