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"disqusTitle": "California Bill Pushes for Free Online College Books",
"title": "California Bill Pushes for Free Online College Books",
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"content": "\u003cfigure id=\"attachment_17467\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/albertogp123/5843032561/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-17467\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/5843032561_b8bc8b990b-300x305.jpg\" alt=\"\" width=\"300\" height=\"305\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Every year, the average college student \u003ca href=\"http://www.collegeboard.com/student/pay/add-it-up/482.html\">pays about $1,100\u003c/a> for textbooks alone. At this point, most textbooks assigned by college professors average around $150 each. That's almost the \u003ca href=\"http://www.cccapply.org/faq/costs.asp#1\">same cost\u003c/a> as the course itself at California community colleges.\u003c/p>\n\u003cp>But the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\">free, open-content movement\u003c/a> that's been percolating for the past few years may change all that for the three million college students in California.\u003c/p>\n\u003cp>At a time when \u003ca href=\"http://www.nytimes.com/2011/09/25/us/as-state-tuition-rises-financial-aid-offices-struggle-to-adjust.html\">rising tuition costs \u003c/a>are compelling students to \u003ca href=\"http://campustechnology.com/articles/2011/11/29/some-undergrads-skipping-textbook-buying.aspx\">reconsider buying college texts\u003c/a> or even \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-valuable-is-a-college-degree/\">rethink the value of a college degree\u003c/a>, the California State Legislature is pushing for colleges to use open education resources in the form of free online textbooks instead of print books as a means of saving students money.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We need to think of a model that will completely change the way we do things.\"\u003c/aside>\n\u003cp>State Senate President pro Tem Darrell Steinberg is proposing a bill today that will allocate $25 million of state coffers to create 50 free online college book titles that teachers can use, remix, add to, or edit as they see fit. The bill establishes the online California Digital Open Source Library, which will house the 50 most commonly used books for required lower-division courses. Similar to \u003ca href=\"http://www.flatworldknowledge.com/\">Flat World Knowledge\u003c/a>, students and teachers will be able to access and adapt the texts online for free, or pay $20 for either printed form or interactive app form for tablets or mobile devices (think \u003ca href=\"http://www.kno.com\">Kno\u003c/a> or \u003ca href=\"http://www.inkling.com\">Inkling\u003c/a>).\u003c/p>\n\u003cp>The bill calls for a request for proposal (RFP) to be submitted from all content providers, electronic platform providers, as well as publishers, that will fall under a Creative Commons license, which means it's open for reuse and repurposing (not copyrighted like most print books). A panel of expert faculty members would approve the content to make sure it meets the right standards and qualifications.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>California follows \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">Washington state, which in a similar move earlier this year\u003c/a>, developed a plan for an Open Course Library that will contain online texts for the 81 of the most popular courses with a $30 price cap.\u003c/p>\n\u003cp>Though college textbook publishers do offer online versions of their books, teachers complain that the costs add up once you include printing hard copies and other ancillary features, like interactive tests. What's more, the online versions are \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">only available for one academic quarter\u003c/a>. \"I find the publishers' online offerings nothing more than the old ancillaries they've always offered bundled up in a proprietary system,\" said David Lippman, a math teacher at Pierce College to the \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">Chronicle of Higher Education.\u003c/a>\u003c/p>\n\u003cp>For forward-thinking college professors, being able to customize class curriculum from different sources can be liberating. \"Using resources from all different kinds of sources and making them relevant to students can be really powerful,\" said Carmel Crane, instructional technology manager at St. Mary's College. \"Teachers naturally pull from different resources to piecemeal a curriculum together and take it to the next level. Technology makes things more accessible and a more rapid transformation is taking place because of that.\"\u003c/p>\n\u003cp>But when it comes to creating content for open use, Crane said the issue gets sticky. \"Some faculty are concerned with rights of research they've worked so hard to accumulate and establish,\" she said. \"Publishing has been a source of income for faculty, but the industry has been turned on its head.\"\u003c/p>\n\u003cp>Crane said some faculty are hesitant to make their content available freely not just because of cost but because they're concerned about what happens to their research after it's been released. \"If it can be changed in any way, they're worried about what happens to their reputation as a researcher,\" she said.\u003c/p>\n\u003cp>Una Daly, the communication college outreach manager at Open Courseware Consortium says teachers want to collaborate, but they haven't been supported on the college level. \"There's a lot more that needs to be done to support instructors,\" she said. Though some do go above and beyond their given responsibilities to create content, \"that's tough.\"\u003c/p>\n\u003cp>\"In order to make it sustainable, teachers need to be respected and rewarded for that work,\" she said.\u003c/p>\n\u003cp>The first prototype of the interactive open digital textbook that models what Steinberg is hoping to recreate in California is \u003ca href=\"http://cnx.org/content/m16026/latest/?collection=col10522/latest\">\u003cem>Collaborative Statistics\u003c/em>\u003c/a>, written by Barbara Illowsky and Susan Dean, faculty members at De Anza College in Cupertino, Calif. The book is found on \u003ca id=\"OREDU0000643\" title=\"Rice University \" href=\"http://www.latimes.com/topic/education/colleges-universities/rice-university--OREDU0000643.topic\">Rice University's\u003c/a> Connexions repository, which contains 1,100 open textbooks. Developed by the \u003ca href=\"http://www.20mm.org/\">20 Million Minds Foundation\u003c/a> in collaboration with Kno, the PDF of the book is free, but students can choose to pay $20 for the \u003ca href=\"https://www.kno.com/book/details?productId=txt9780983804905\">interactive app on the iPad through Kno\u003c/a>, which features live links and videos.\u003c/p>\n\u003cp>A big player in the creation of the Steinberg bill is Dean Florez, who's a former state senator and now the founder of \u003ca href=\"http://www.20mm.org/\">20 Million Minds Foundation\u003c/a>, a nonprofit that receives support from the Gates, Hewlett, and Maxwell Foundations.\u003c/p>\n\u003cp>\"We need to think of a model that will completely change the way we do things,\" Florez said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More resources here:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">10 Open Education Sources You May Not Know (But Should)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">How OpenCourseWare Has Freed Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">More open-education resources stories\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"description": "Every year, the average college student pays about $1,100 for textbooks alone. At this point, most textbooks assigned by college professors average around $150 each. That's almost the same cost as the course itself at California community colleges. But the free, open-content movement that's been percolating for the past few years may change all that",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_17467\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/albertogp123/5843032561/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-17467\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/5843032561_b8bc8b990b-300x305.jpg\" alt=\"\" width=\"300\" height=\"305\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Every year, the average college student \u003ca href=\"http://www.collegeboard.com/student/pay/add-it-up/482.html\">pays about $1,100\u003c/a> for textbooks alone. At this point, most textbooks assigned by college professors average around $150 each. That's almost the \u003ca href=\"http://www.cccapply.org/faq/costs.asp#1\">same cost\u003c/a> as the course itself at California community colleges.\u003c/p>\n\u003cp>But the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\">free, open-content movement\u003c/a> that's been percolating for the past few years may change all that for the three million college students in California.\u003c/p>\n\u003cp>At a time when \u003ca href=\"http://www.nytimes.com/2011/09/25/us/as-state-tuition-rises-financial-aid-offices-struggle-to-adjust.html\">rising tuition costs \u003c/a>are compelling students to \u003ca href=\"http://campustechnology.com/articles/2011/11/29/some-undergrads-skipping-textbook-buying.aspx\">reconsider buying college texts\u003c/a> or even \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-valuable-is-a-college-degree/\">rethink the value of a college degree\u003c/a>, the California State Legislature is pushing for colleges to use open education resources in the form of free online textbooks instead of print books as a means of saving students money.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We need to think of a model that will completely change the way we do things.\"\u003c/aside>\n\u003cp>State Senate President pro Tem Darrell Steinberg is proposing a bill today that will allocate $25 million of state coffers to create 50 free online college book titles that teachers can use, remix, add to, or edit as they see fit. The bill establishes the online California Digital Open Source Library, which will house the 50 most commonly used books for required lower-division courses. Similar to \u003ca href=\"http://www.flatworldknowledge.com/\">Flat World Knowledge\u003c/a>, students and teachers will be able to access and adapt the texts online for free, or pay $20 for either printed form or interactive app form for tablets or mobile devices (think \u003ca href=\"http://www.kno.com\">Kno\u003c/a> or \u003ca href=\"http://www.inkling.com\">Inkling\u003c/a>).\u003c/p>\n\u003cp>The bill calls for a request for proposal (RFP) to be submitted from all content providers, electronic platform providers, as well as publishers, that will fall under a Creative Commons license, which means it's open for reuse and repurposing (not copyrighted like most print books). A panel of expert faculty members would approve the content to make sure it meets the right standards and qualifications.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>California follows \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">Washington state, which in a similar move earlier this year\u003c/a>, developed a plan for an Open Course Library that will contain online texts for the 81 of the most popular courses with a $30 price cap.\u003c/p>\n\u003cp>Though college textbook publishers do offer online versions of their books, teachers complain that the costs add up once you include printing hard copies and other ancillary features, like interactive tests. What's more, the online versions are \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">only available for one academic quarter\u003c/a>. \"I find the publishers' online offerings nothing more than the old ancillaries they've always offered bundled up in a proprietary system,\" said David Lippman, a math teacher at Pierce College to the \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">Chronicle of Higher Education.\u003c/a>\u003c/p>\n\u003cp>For forward-thinking college professors, being able to customize class curriculum from different sources can be liberating. \"Using resources from all different kinds of sources and making them relevant to students can be really powerful,\" said Carmel Crane, instructional technology manager at St. Mary's College. \"Teachers naturally pull from different resources to piecemeal a curriculum together and take it to the next level. Technology makes things more accessible and a more rapid transformation is taking place because of that.\"\u003c/p>\n\u003cp>But when it comes to creating content for open use, Crane said the issue gets sticky. \"Some faculty are concerned with rights of research they've worked so hard to accumulate and establish,\" she said. \"Publishing has been a source of income for faculty, but the industry has been turned on its head.\"\u003c/p>\n\u003cp>Crane said some faculty are hesitant to make their content available freely not just because of cost but because they're concerned about what happens to their research after it's been released. \"If it can be changed in any way, they're worried about what happens to their reputation as a researcher,\" she said.\u003c/p>\n\u003cp>Una Daly, the communication college outreach manager at Open Courseware Consortium says teachers want to collaborate, but they haven't been supported on the college level. \"There's a lot more that needs to be done to support instructors,\" she said. Though some do go above and beyond their given responsibilities to create content, \"that's tough.\"\u003c/p>\n\u003cp>\"In order to make it sustainable, teachers need to be respected and rewarded for that work,\" she said.\u003c/p>\n\u003cp>The first prototype of the interactive open digital textbook that models what Steinberg is hoping to recreate in California is \u003ca href=\"http://cnx.org/content/m16026/latest/?collection=col10522/latest\">\u003cem>Collaborative Statistics\u003c/em>\u003c/a>, written by Barbara Illowsky and Susan Dean, faculty members at De Anza College in Cupertino, Calif. The book is found on \u003ca id=\"OREDU0000643\" title=\"Rice University \" href=\"http://www.latimes.com/topic/education/colleges-universities/rice-university--OREDU0000643.topic\">Rice University's\u003c/a> Connexions repository, which contains 1,100 open textbooks. Developed by the \u003ca href=\"http://www.20mm.org/\">20 Million Minds Foundation\u003c/a> in collaboration with Kno, the PDF of the book is free, but students can choose to pay $20 for the \u003ca href=\"https://www.kno.com/book/details?productId=txt9780983804905\">interactive app on the iPad through Kno\u003c/a>, which features live links and videos.\u003c/p>\n\u003cp>A big player in the creation of the Steinberg bill is Dean Florez, who's a former state senator and now the founder of \u003ca href=\"http://www.20mm.org/\">20 Million Minds Foundation\u003c/a>, a nonprofit that receives support from the Gates, Hewlett, and Maxwell Foundations.\u003c/p>\n\u003cp>\"We need to think of a model that will completely change the way we do things,\" Florez said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More resources here:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">10 Open Education Sources You May Not Know (But Should)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">How OpenCourseWare Has Freed Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">More open-education resources stories\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/mixed-perceptions-about-kids-using-digital-media/jac/\" rel=\"attachment wp-att-16523\">\u003cimg class=\"size-medium wp-image-16523\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Jac-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>The Internet seems like another member of the family sometimes. It lives in our home and follows us wherever we go, it vies for our attention, and it entertains us. The habits we fall into around our online lives has a profound effect on our family relationships, especially when it comes to parents and kids.\u003c/p>\n\u003cp>Earlier this year, the \u003cem>\u003ca href=\"http://www2.lse.ac.uk/home.aspx\">London School of Economics and Political Science\u003c/a>\u003c/em> launched a massive survey of 25,000 children and their parents all across Europe about their practices and perspectives. Sonia Livingstone, social psychology professor and head of the department of media and communications, worked on the \u003ca href=\"http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20II%20%282009-11%29/EUKidsOnlineIIReports/Final%20report.pdf\">detailed report\u003c/a> -- as well as a more \u003cem>\u003ca href=\"http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20II%20%282009-11%29/Press%20releases/Press%20release%20conference.pdf\">synthesized list of myths\u003c/a> \u003c/em> -- and came away with some thought-provoking recommendations for parents.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Children are often happy to share with their parents and show them what they know.\"\u003c/aside>\n\u003cp>Livingstone was \u003ca href=\"http://dmlcentral.net/newsletter/12/2011/risks-opportunities-and-realities-childrens-internet-usage-few-moments-sonia\">interviewed by DML Central\u003c/a>, produced by the Digital Media and Learning Research Hub. It's worth reading the entire interview, but here are a few imperatives Livingstone recommends.\u003c/p>\n\u003cp>\u003cstrong>DON'T MAKE ASSUMPTIONS.\u003c/strong> We talk a lot about digital natives, and their aptitude in technical skills. While it's true that a lot of kids are savvy about navigating the Web -- and that they can figure out a lot on their own -- the parents' role is still vital. Livingston says that when she asked some kids to demonstrate setting up their privacy settings, they were at a loss. \"When you check out \u003c!--more-->their skills and their understanding, it’s less than they claim,\" she says \u003ca href=\"http://dmlcentral.net/newsletter/12/2011/risks-opportunities-and-realities-childrens-internet-usage-few-moments-sonia\">in the DML article\u003c/a>. \"They know they are being celebrated for being the digital natives, but there are many participatory skills, safety skills and creative and technical skills that they need input on and help with.\" Younger kids, especially, need support and help in developing digital skills.\u003c/p>\n\u003cp>\u003cstrong>OFFER TO SHARE, NOT SUPERVISE. \u003c/strong>Rather than insisting on being Facebook friends with kids in order to keep tabs, parents will get much further if they ask to become involved with kids' online lives, Livingston says. Of those asked in the survey about parent involvement, most kids said they don't think their parents are asking too many questions or being intrusive. \"I think kids are often quite proud of what they can do online,\" Livingston said. \"If parents feel the need to monitor their child’s online friends, then of course the child will not warm to this. But if a parent says 'I keep hearing about Facebook, and I don't understand it. Please show me how it works,' children are often happy to share with their parents and show them what they know.\u003cstrong>\"\u003c/strong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>KNOW THE DIFFERENCE BETWEEN RISK AND HARM. \u003c/strong>It might seem like just a semantic distinction, but recognizing the difference between risk and harm is important. Livingston contends that while the risk is real when it comes to being exposed to inappropriate material online, the probability of harm is low. \"The risk remains but the parents’ task is not to eliminate risk but do everything they can to make sure the low probability harm doesn't happen to their child,\" she says. \"Children have to encounter risks because it’s how they live and learn. It’s how they go out into the world and become resilient.\u003c/p>\n\u003cp>Read the \u003ca href=\"http://dmlcentral.net/newsletter/12/2011/risks-opportunities-and-realities-childrens-internet-usage-few-moments-sonia\">full interview here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cp>This week, a group of educators and entrepreneurs got together at the \u003ca href=\"http://bigideasfest.org\">Big Ideas Fest \u003c/a>to push forward smart, actionable innovations in education. (I'll report more on the event in the coming week.)\u003c/p>\n\u003cp>One of the many inspiring talks at the event was given by the 13-year-old wonder-girl Adora Svitak. She's a superstar, no question -- she's written three books and taught in more than 400 classrooms across the world.\u003c/p>\n\u003cp>Her \u003ca href=\"http://www.ted.com/talks/adora_svitak.html\">TED Talk \u003c/a>has been watched more than 1.5 million times. And what she so aptly compels us to do in this talk is think as a two-direction proposition. (Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/rewards-of-role-reversal-teachers-learn-students-teach/\">rewards of role reversal\u003c/a>.) \"Students should be able to teach teachers,\" she says. \"Learning should be reciprocal.\" And she goes on to show us all the different ways in which grownups have learned from kids.\u003c/p>\n\u003cp>Another great lesson from a kid.\u003c/p>\n\u003cp>http://youtu.be/V-bjOJzB7LY\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>This week, a group of educators and entrepreneurs got together at the \u003ca href=\"http://bigideasfest.org\">Big Ideas Fest \u003c/a>to push forward smart, actionable innovations in education. (I'll report more on the event in the coming week.)\u003c/p>\n\u003cp>One of the many inspiring talks at the event was given by the 13-year-old wonder-girl Adora Svitak. She's a superstar, no question -- she's written three books and taught in more than 400 classrooms across the world.\u003c/p>\n\u003cp>Her \u003ca href=\"http://www.ted.com/talks/adora_svitak.html\">TED Talk \u003c/a>has been watched more than 1.5 million times. And what she so aptly compels us to do in this talk is think as a two-direction proposition. (Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/rewards-of-role-reversal-teachers-learn-students-teach/\">rewards of role reversal\u003c/a>.) \"Students should be able to teach teachers,\" she says. \"Learning should be reciprocal.\" And she goes on to show us all the different ways in which grownups have learned from kids.\u003c/p>\n\u003cp>Another great lesson from a kid.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/V-bjOJzB7LY'\n title='//www.youtube.com/embed/V-bjOJzB7LY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_17269\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-17269\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/Screen-shot-2011-12-02-at-12.45.33-PM-300x373.png\" alt=\"\" width=\"300\" height=\"373\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\"There is no future of the digital book -- not the way we envision it today,\" said Matt MacInnis, the founder and CEO of \u003ca href=\"http://www.inkling.com\">Inkling\u003c/a>\u003ca href=\"http://www.inkling.com\">, \u003cem>\u003c/em>\u003c/a>the San Francisco startup that's re-conceptualizing books for the digital realm.\u003c/p>\n\u003cp>He's right. Tablets and e-readers are unraveling the publishing industry as it's existed until now. More than 12 percent of American adults \u003ca href=\"http://articles.cnn.com/2011-06-27/tech/tablets.vs.ereaders_1_e-reader-barnes-noble-s-nook-tablet-computer?_s=PM:TECH\">owned an e-reader as of May\u003c/a>, according to a Pew study, and 8 percent owned tablets.\u003c/p>\n\u003cp>But the books being read on those devices were conceived originally for print. Words and ideas have been designed to fit on the physical page. Even for those books that do include videos or audio recordings, they've typically been added as afterthoughts, or as ancillary pieces to the primary content.\u003c/p>\n\u003cp>\"It's not even close to maximizing the potential of the tablet,\" said MacInnis said.\u003c/p>\n\u003cp>While tablets and e-readers duke it out for the market share, Inkling is working on blowing out the digital book as we know it. Though the company started by digitally rendering existing print textbooks only for the iPad -- currently, there are about 100 book titles -- it's poised to become a major player in the publishing industry. But rather than creating content, the tech company will provide the platform that can transcend any device, whether that's an iPad, a Kindle -- or even a laptop.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>BEYOND EDUCATIONAL BOOKS\u003c/strong>\u003c/p>\n\u003cp>Currently, all of Inkling's titles are in education, but it's starting to dabble beyond that market.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's not even close to maximizing the potential of the tablet.\"\u003c/aside>\n\u003cp>Inkling engineering is being used to create digital books out of blogs. With licensing from Inkling, \u003ca href=\"http://openairpub.com\">Open Air Publishing\u003c/a> just released a new cookbook, \u003ca href=\"http://techcrunch.com/2011/11/17/hesser-food52-cookbook-ipad/\">\u003cstrong>Food52 Holiday Recipe & Survival Guide\u003c/strong>\u003c/a>, derived from \u003ca href=\"http://food52.com/\">a blog\u003c/a> written by former \u003cem>New York Times\u003c/em> writers Amanda Hesser and Merrill Stubbs, \u003c!--more-->and another called \u003cem>\u003ca href=\"http://openairpub.com/speakeasy-cocktails/\">\u003cstrong>Speakeasy Cocktails\u003c/strong>\u003c/a>\u003c/em>. Both titles have received \u003ca href=\"http://openairpub.com/press\">rave reviews\u003c/a> for their luscious images, explanatory videos, and ease of use. \"The multimedia features elevate it from a how-to guide to something rivaling a small group class,\" \u003ca href=\"http://mashable.com/2011/08/25/open-air-publishing/\">writes Mashable\u003c/a>.\u003c/p>\n\u003cp>Inkling also produced the epic \u003ca href=\"https://www.inkling.com/store/professional-chef-cia-9th/\">\u003cem>The Professional Chef\u003c/em>\u003c/a> by the Culinary Institute of America. The book in its entirety costs $50, but you can also purchase individual chapters for $3 a piece. The new model makes book buying much like buying music -- choose only the pieces you like best. MacInnis fluidly demonstrates how to float from one chapter to the next, launch videos, close in on images, tap on sidebars and recipe instructions. It's like watching a magician performing sleight-of-hand tricks.\u003c/p>\n\u003cp>But the books Inkling has created thus far are what MacInnis calls a \"means to an end.\"\u003c/p>\n\u003cp>\"It’s all a way for us to illustrate for the world what’s possible. Simple things like rendering images into 3D, we can scale pretty well. But when you get to thinking about the hierarchy of knowledge you have to traverse in order to be an expert in a specific topic, you start to build the book very differently than you would have done in print,\" he said. \"We can take a textbook to an Inkling title in six weeks, but we can't create a pure Inkling experience in six weeks, because there’s no shortcut.\"\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-17279\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/Screen-shot-2011-12-02-at-12.48.03-PM-300x290.png\" alt=\"\" width=\"300\" height=\"290\">\n\u003cp class=\"wp-media-credit\">Inkling\u003c/p>\n\u003c/div>\n\u003cp>Inkling is in the midst of producing multiple projects that will take years to create because they're building native digital content. \"You'll see stuff that will be much more beautiful and much more interesting in structure,\" he said, though he would not elaborate further.\u003c/p>\n\u003cp>\u003cstrong>TABLET OR E-READER?\u003c/strong>\u003c/p>\n\u003cp>\"Everything we’ve done is platform agnostic,\" MacInnis said. The underlying information allowing the iPad to render, for example, the 3D molecule in its science books is not specific to the iPad. \"It’s a piece of software for the iPad, but there’s another piece of software that will be able to render that in a Web browser or in a different device.\"\u003c/p>\n\u003cp>MacInnis is keeping a close eye on the tablet and e-reader market, but he points out one very obvious extension: \"We’re constantly looking at the world of digital readers, the Nook color, Kindle Fire, some of the Google devices. It’s all super interesting to us,\" he said. \"But there’s one device that everyone has, which is a laptop.\"\u003c/p>\n\u003cp>That means when Inkling launches books for other platforms (though the timing has yet to be determined), all the content it's produced until now -- everything from Erik Foner's history book \u003cem>Give Me Liberty!\u003c/em> to the just released \u003ca href=\"https://www.inkling.com/store/living-with-art-mark-getlein-9th/\">\u003cem>Living With Art\u003c/em>\u003c/a> -- will instantly be available in these other platforms, too.\u003c/p>\n\u003cp>\u003cstrong>COMING TO K-12, TOO?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Though most of the titles under Inkling's belt are geared for higher education, MacInnis sees the K-12 market as ripe for the medium. \"We fully expect that Inkling will be in the K-12 world,\" he said. \"It’s already in use in that space, and we plan to make ourselves known to that audience more aggressively.\"\u003c/p>\n\u003cp>Inkling currently works with Pearson, McGraw Hill, and WW Norton, all of which have titles in K-12 space. And private prep schools use Inkling titles for their advanced placement courses. \"They’re deploying the technology already, making substantial investments in devices, so we’re being very opportunistic about it,\" he said.\u003c/p>\n\u003cp>But what happens in the K-12 realm depends on what publishers decide to do. \"What features the Inkling platform supports -- monitoring and reporting, the sorts of things you need in a controlled K-12 environment -- we may or may not choose to do depending on where the market pulls us,\" he said.\u003c/p>\n\u003cp>\u003cstrong>THE VALUE OF DIGITAL IN LEARNING\u003c/strong>\u003c/p>\n\u003cp>As lovely as they are to behold and consume, the million-dollar question is whether Inkling books provide more value to the learning process than print books. The company addresses this in different ways, allowing for easy searching, for social-networked note-taking and highlighting to allow for robust group discussions online, and quizzes and self-assessment tools so learners know when they're ready to move on to the next chapter.\u003c/p>\n\u003cp>But is there any evidence showing students actually perform better using Inkling books? \"We want to get better at understanding the real measurable educational outcomes that occurs as a result of using inkling,\" MacInnis said. To that end, the Virginia Department of Education recently conducted a program that showed students using Inkling books improved their A.P. scores over the course of an entire year faster than those that didn't, according to MacInnis. \"Anecdotally, it shows that there’s some positive correlation,\" he said. \"But that's \u003cem>if\u003c/em> higher SAT outcomes is what you’re going after.\"\u003c/p>\n\u003cp>What's the secret sauce? Any number of factors: It could be because it's easier to carry around one device rather than a stack of books, easier to access lessons on-the-go, and of course, what MacInnis refers to as \"just straight-up engagement.\"\u003c/p>\n\u003cp>\"We're using media that's more familiar to this generation,\" he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_17269\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-17269\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/Screen-shot-2011-12-02-at-12.45.33-PM-300x373.png\" alt=\"\" width=\"300\" height=\"373\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\"There is no future of the digital book -- not the way we envision it today,\" said Matt MacInnis, the founder and CEO of \u003ca href=\"http://www.inkling.com\">Inkling\u003c/a>\u003ca href=\"http://www.inkling.com\">, \u003cem>\u003c/em>\u003c/a>the San Francisco startup that's re-conceptualizing books for the digital realm.\u003c/p>\n\u003cp>He's right. Tablets and e-readers are unraveling the publishing industry as it's existed until now. More than 12 percent of American adults \u003ca href=\"http://articles.cnn.com/2011-06-27/tech/tablets.vs.ereaders_1_e-reader-barnes-noble-s-nook-tablet-computer?_s=PM:TECH\">owned an e-reader as of May\u003c/a>, according to a Pew study, and 8 percent owned tablets.\u003c/p>\n\u003cp>But the books being read on those devices were conceived originally for print. Words and ideas have been designed to fit on the physical page. Even for those books that do include videos or audio recordings, they've typically been added as afterthoughts, or as ancillary pieces to the primary content.\u003c/p>\n\u003cp>\"It's not even close to maximizing the potential of the tablet,\" said MacInnis said.\u003c/p>\n\u003cp>While tablets and e-readers duke it out for the market share, Inkling is working on blowing out the digital book as we know it. Though the company started by digitally rendering existing print textbooks only for the iPad -- currently, there are about 100 book titles -- it's poised to become a major player in the publishing industry. But rather than creating content, the tech company will provide the platform that can transcend any device, whether that's an iPad, a Kindle -- or even a laptop.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>BEYOND EDUCATIONAL BOOKS\u003c/strong>\u003c/p>\n\u003cp>Currently, all of Inkling's titles are in education, but it's starting to dabble beyond that market.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's not even close to maximizing the potential of the tablet.\"\u003c/aside>\n\u003cp>Inkling engineering is being used to create digital books out of blogs. With licensing from Inkling, \u003ca href=\"http://openairpub.com\">Open Air Publishing\u003c/a> just released a new cookbook, \u003ca href=\"http://techcrunch.com/2011/11/17/hesser-food52-cookbook-ipad/\">\u003cstrong>Food52 Holiday Recipe & Survival Guide\u003c/strong>\u003c/a>, derived from \u003ca href=\"http://food52.com/\">a blog\u003c/a> written by former \u003cem>New York Times\u003c/em> writers Amanda Hesser and Merrill Stubbs, \u003c!--more-->and another called \u003cem>\u003ca href=\"http://openairpub.com/speakeasy-cocktails/\">\u003cstrong>Speakeasy Cocktails\u003c/strong>\u003c/a>\u003c/em>. Both titles have received \u003ca href=\"http://openairpub.com/press\">rave reviews\u003c/a> for their luscious images, explanatory videos, and ease of use. \"The multimedia features elevate it from a how-to guide to something rivaling a small group class,\" \u003ca href=\"http://mashable.com/2011/08/25/open-air-publishing/\">writes Mashable\u003c/a>.\u003c/p>\n\u003cp>Inkling also produced the epic \u003ca href=\"https://www.inkling.com/store/professional-chef-cia-9th/\">\u003cem>The Professional Chef\u003c/em>\u003c/a> by the Culinary Institute of America. The book in its entirety costs $50, but you can also purchase individual chapters for $3 a piece. The new model makes book buying much like buying music -- choose only the pieces you like best. MacInnis fluidly demonstrates how to float from one chapter to the next, launch videos, close in on images, tap on sidebars and recipe instructions. It's like watching a magician performing sleight-of-hand tricks.\u003c/p>\n\u003cp>But the books Inkling has created thus far are what MacInnis calls a \"means to an end.\"\u003c/p>\n\u003cp>\"It’s all a way for us to illustrate for the world what’s possible. Simple things like rendering images into 3D, we can scale pretty well. But when you get to thinking about the hierarchy of knowledge you have to traverse in order to be an expert in a specific topic, you start to build the book very differently than you would have done in print,\" he said. \"We can take a textbook to an Inkling title in six weeks, but we can't create a pure Inkling experience in six weeks, because there’s no shortcut.\"\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-17279\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/Screen-shot-2011-12-02-at-12.48.03-PM-300x290.png\" alt=\"\" width=\"300\" height=\"290\">\n\u003cp class=\"wp-media-credit\">Inkling\u003c/p>\n\u003c/div>\n\u003cp>Inkling is in the midst of producing multiple projects that will take years to create because they're building native digital content. \"You'll see stuff that will be much more beautiful and much more interesting in structure,\" he said, though he would not elaborate further.\u003c/p>\n\u003cp>\u003cstrong>TABLET OR E-READER?\u003c/strong>\u003c/p>\n\u003cp>\"Everything we’ve done is platform agnostic,\" MacInnis said. The underlying information allowing the iPad to render, for example, the 3D molecule in its science books is not specific to the iPad. \"It’s a piece of software for the iPad, but there’s another piece of software that will be able to render that in a Web browser or in a different device.\"\u003c/p>\n\u003cp>MacInnis is keeping a close eye on the tablet and e-reader market, but he points out one very obvious extension: \"We’re constantly looking at the world of digital readers, the Nook color, Kindle Fire, some of the Google devices. It’s all super interesting to us,\" he said. \"But there’s one device that everyone has, which is a laptop.\"\u003c/p>\n\u003cp>That means when Inkling launches books for other platforms (though the timing has yet to be determined), all the content it's produced until now -- everything from Erik Foner's history book \u003cem>Give Me Liberty!\u003c/em> to the just released \u003ca href=\"https://www.inkling.com/store/living-with-art-mark-getlein-9th/\">\u003cem>Living With Art\u003c/em>\u003c/a> -- will instantly be available in these other platforms, too.\u003c/p>\n\u003cp>\u003cstrong>COMING TO K-12, TOO?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Though most of the titles under Inkling's belt are geared for higher education, MacInnis sees the K-12 market as ripe for the medium. \"We fully expect that Inkling will be in the K-12 world,\" he said. \"It’s already in use in that space, and we plan to make ourselves known to that audience more aggressively.\"\u003c/p>\n\u003cp>Inkling currently works with Pearson, McGraw Hill, and WW Norton, all of which have titles in K-12 space. And private prep schools use Inkling titles for their advanced placement courses. \"They’re deploying the technology already, making substantial investments in devices, so we’re being very opportunistic about it,\" he said.\u003c/p>\n\u003cp>But what happens in the K-12 realm depends on what publishers decide to do. \"What features the Inkling platform supports -- monitoring and reporting, the sorts of things you need in a controlled K-12 environment -- we may or may not choose to do depending on where the market pulls us,\" he said.\u003c/p>\n\u003cp>\u003cstrong>THE VALUE OF DIGITAL IN LEARNING\u003c/strong>\u003c/p>\n\u003cp>As lovely as they are to behold and consume, the million-dollar question is whether Inkling books provide more value to the learning process than print books. The company addresses this in different ways, allowing for easy searching, for social-networked note-taking and highlighting to allow for robust group discussions online, and quizzes and self-assessment tools so learners know when they're ready to move on to the next chapter.\u003c/p>\n\u003cp>But is there any evidence showing students actually perform better using Inkling books? \"We want to get better at understanding the real measurable educational outcomes that occurs as a result of using inkling,\" MacInnis said. To that end, the Virginia Department of Education recently conducted a program that showed students using Inkling books improved their A.P. scores over the course of an entire year faster than those that didn't, according to MacInnis. \"Anecdotally, it shows that there’s some positive correlation,\" he said. \"But that's \u003cem>if\u003c/em> higher SAT outcomes is what you’re going after.\"\u003c/p>\n\u003cp>What's the secret sauce? 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"disqusTitle": "Don't Shush Me! In Some Libraries, It's OK to be Loud",
"title": "Don't Shush Me! In Some Libraries, It's OK to be Loud",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_17216\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/nathanlewis/4807180858/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-17216\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/4807180858_ca3b431407_z1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca href=\"http://hechingerreport.org/content/author/nick-pandolfo/\">Nick Pandolfo\u003c/a>\u003c/h5>\n\u003cp>\u003ca href=\"http://theunquietlibrarian.wordpress.com/about/\">Buffy Hamilton\u003c/a>, who calls herself “The Unquiet Librarian,” holds the phone receiver away from her ear at Creekview High School library in Canton, Ga., revealing a cacophony of noise in the background.\u003c/p>\n\u003cp>“It sounds like that a lot of the time,” says Hamilton, who welcomes what she calls “the hum of learning”—students talking about projects, watching videos and even singing “Happy Birthday.”\u003c/p>\n\u003cp>In 2009, Hamilton began re-imagining her role as a librarian at this new high public high school of 1,800 in the foothills of the Blue Ridge Mountains. In her new role, Hamilton focuses on enhancing lessons and class projects with tools of the digital world to access, organize and evaluate information.\u003c/p>\n\u003cp>Her job “is really about helping teachers and students explore new mediums for learning,” Hamilton says. “So that’s been a big shift.”\u003c/p>\n\u003cp>Creekview High School’s media center looks and sounds nothing like the silent libraries of the past. The new emphasis on collaborative learning and the use of digital tools to produce dynamic research projects lead to a louder, more hands-on environment that can prove beneficial to students later on in college. Hamilton says graduates have returned to thank her because their digital skills are more advanced than those of their classmates.\u003c/p>\n\u003caside class=\"pullquote alignleft\">A private boarding school for high-school students gave away its collection of over 20,000 books and transformed its library into a digital center with e-books.\u003c/aside>\n\u003cp>Hamilton’s transformation of the library’s role in this middle-class suburb evolved from her exposure to research and thinking by \u003ca href=\"http://quartz.syr.edu/rdlankes/\">R. David Lankes\u003c/a>, director of the master’s program in library and information science at Syracuse University, and \u003ca href=\"http://web.mit.edu/cms/People/henry3/index.html\">Henry Jenkins\u003c/a>, head of the comparative media studies program at MIT, among others, regarding the ways that digital natives learn through \u003c!--more-->communication and collaboration. Her model challenges students to think more independently and go beyond a Google search to use digital media tools to deepen their researching, understanding and presentation of a topic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The shift to a noisier and more interactive library model is relatively new in U.S. public school systems. Some examples are evident at universities and private schools in Georgia, New York and California, all of which have taken a lead in transforming their libraries. In Massachusetts, the Cushing Academy, a private boarding school for high-school students, gave away its collection of over 20,000 books two years ago and transformed its library into a digital center with e-books and searchable databases.\u003c/p>\n\u003cp>“I don’t think it’s a commonplace kind of model,” Hamilton says. “There are certainly pockets, but right now it’s piecemeal at best.”\u003c/p>\n\u003cfigure id=\"attachment_17207\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-17207\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/Screen-shot-2011-11-30-at-10.26.50-AM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>At Creekview, one class worked on a class-based project called \u003ca href=\"http://www.theunquietlibrary.libguides.com/media21\">Media 21\u003c/a>, co-taught by Hamilton and tenth-grade English teacher Susan Lester. In a yearlong digital project, they were encouraged to do everything from create a multimedia report on troops in Afghanistan to compile a reference list using free information-organizing web services like Evernote and Netvibes.\u003c/p>\n\u003cp>Students also frequently use LibGuides, a web-based, knowledge-sharing system that allows them to contribute their research to a web document that is shared with others at the school. Students create YouTube videos, podcasts and original content from the research they conduct.\u003c/p>\n\u003cp>While veteran teachers have embraced the more interactive and project-based approach to learning, Hamilton has met with some resistance, most of it from unexpected sources like newer teachers or honors and Advanced Placement students who may be used to a more traditional, test-driven style of learning.\u003c/p>\n\u003cp>Hamilton seems to be redefining what it means to be a librarian. She’s active on Twitter, \u003ca href=\"http://theunquietlibrarian.wordpress.com/\">maintains a blog\u003c/a> about being a “modern school librarian” and frequently travels around the country and world to speak about her model. Creekview’s was the only school-based library that won a 2011 American Library Association award for having a cutting-edge technology service, Media 21, that could be replicated by other school libraries around the country.\u003c/p>\n\u003cp>Hamilton thinks more school systems could adopt Creekview’s library model, as many of the Web 2.0 technologies she employs, such as Evernote and Netvibes, are free. Schools must have the necessary hardware of networked computers and laptops, though, along with someone like Hamilton to train teachers and students on how to use the new tools.\u003c/p>\n\u003cp>The noisy library model is nothing new for the \u003ca href=\"http://www.lrei.org/\">Little Red School House and Elisabeth Irwin High School\u003c/a>, a progressive private institution in New York City for K-12 students where tuition costs more than $30,000 a year.\u003c/p>\n\u003cp>Little Red’s middle school librarian Jennifer Hubert Swan says the school’s curriculum is based on group-project learning, and as a result she’s had a library full of noise for her entire 12-year tenure.\u003c/p>\n\u003cp>Swan believes the louder, more digitally centered model—in which collaboration and conversation are encouraged, and kids use iPad apps, LibGuides and other tools to complete multimedia assignments—will soon be the norm.\u003c/p>\n\u003cp>“People are uncomfortable because it’s a ‘big C’ change, but I don’t think there’s any stopping it,” Swan said. “I think it’s progress. Not accepting it is just going to make teachers, librarians and the kids that they teach less relevant in the workplace.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://hechingerreport.org/content/in-some-u-s-schools-librarians-are-no-longer-saying-shh_6971/\">The Hechinger Report\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The shift to a noisier and more interactive library model is relatively new in U.S. public school systems. Some examples are evident at universities and private schools in Georgia, New York and California, all of which have taken a lead in transforming their libraries. In Massachusetts, the Cushing Academy, a private boarding school for high-school students, gave away its collection of over 20,000 books two years ago and transformed its library into a digital center with e-books and searchable databases.\u003c/p>\n\u003cp>“I don’t think it’s a commonplace kind of model,” Hamilton says. “There are certainly pockets, but right now it’s piecemeal at best.”\u003c/p>\n\u003cfigure id=\"attachment_17207\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-17207\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/Screen-shot-2011-11-30-at-10.26.50-AM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>At Creekview, one class worked on a class-based project called \u003ca href=\"http://www.theunquietlibrary.libguides.com/media21\">Media 21\u003c/a>, co-taught by Hamilton and tenth-grade English teacher Susan Lester. In a yearlong digital project, they were encouraged to do everything from create a multimedia report on troops in Afghanistan to compile a reference list using free information-organizing web services like Evernote and Netvibes.\u003c/p>\n\u003cp>Students also frequently use LibGuides, a web-based, knowledge-sharing system that allows them to contribute their research to a web document that is shared with others at the school. Students create YouTube videos, podcasts and original content from the research they conduct.\u003c/p>\n\u003cp>While veteran teachers have embraced the more interactive and project-based approach to learning, Hamilton has met with some resistance, most of it from unexpected sources like newer teachers or honors and Advanced Placement students who may be used to a more traditional, test-driven style of learning.\u003c/p>\n\u003cp>Hamilton seems to be redefining what it means to be a librarian. She’s active on Twitter, \u003ca href=\"http://theunquietlibrarian.wordpress.com/\">maintains a blog\u003c/a> about being a “modern school librarian” and frequently travels around the country and world to speak about her model. Creekview’s was the only school-based library that won a 2011 American Library Association award for having a cutting-edge technology service, Media 21, that could be replicated by other school libraries around the country.\u003c/p>\n\u003cp>Hamilton thinks more school systems could adopt Creekview’s library model, as many of the Web 2.0 technologies she employs, such as Evernote and Netvibes, are free. Schools must have the necessary hardware of networked computers and laptops, though, along with someone like Hamilton to train teachers and students on how to use the new tools.\u003c/p>\n\u003cp>The noisy library model is nothing new for the \u003ca href=\"http://www.lrei.org/\">Little Red School House and Elisabeth Irwin High School\u003c/a>, a progressive private institution in New York City for K-12 students where tuition costs more than $30,000 a year.\u003c/p>\n\u003cp>Little Red’s middle school librarian Jennifer Hubert Swan says the school’s curriculum is based on group-project learning, and as a result she’s had a library full of noise for her entire 12-year tenure.\u003c/p>\n\u003cp>Swan believes the louder, more digitally centered model—in which collaboration and conversation are encouraged, and kids use iPad apps, LibGuides and other tools to complete multimedia assignments—will soon be the norm.\u003c/p>\n\u003cp>“People are uncomfortable because it’s a ‘big C’ change, but I don’t think there’s any stopping it,” Swan said. “I think it’s progress. Not accepting it is just going to make teachers, librarians and the kids that they teach less relevant in the workplace.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://hechingerreport.org/content/in-some-u-s-schools-librarians-are-no-longer-saying-shh_6971/\">The Hechinger Report\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-17168\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/iphone-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Hand-me-downs have a certain stigma, at least when it comes to clothes and toys. But finding a second life for gadgets like smartphones and tech devices is easy -- especially when the recipients are kids.\u003c/p>\n\u003cp>A recent \u003ca href=\"http://www.businesswire.com/news/home/20111129005389/en/PBS-KIDS%E2%80%99-Top-Tips-Hand-Me-Down-Tech-Gifts\">PBS KIDS survey\u003c/a> of parents of 2- to 10-year-olds found that kids will be the gleeful recipients of their parents' early-generation devices. Plan to gift the new iPhone 4S to your spouse this holiday? Your nine-year-old has a great idea for what to do with your 3GS. Is your four-year-old laptop running slow? More than likely there's at least one kid in the household who would manage to find a way to deal with its slow speed, so long as it can access the Internet.\u003c/p>\n\u003cp>If that's your tack, you won't be alone. According to the survey, 54 percent of parents said they'd pass along old computers and 38 percent said their kids would be the beneficiaries of their old mobile devices this holiday.\u003c/p>\n\u003cp>But it's important to prep the devices before the hand-off, PBS Kids says. Erasing your own data, adding educational apps and sites, and securing the Internet will help guide kids towards the \u003c!--more-->smartest use of these devices.\u003c/p>\n\u003cp>PBS Kids advises the following:\u003c/p>\n\u003cblockquote>\n\u003col>\n\u003cli>\u003cstrong>SWEEP IT\u003c/strong>: All devices should be cleaned of any content including personal files, credit card information, etc. before handing down to kids. Parents should swipe all their browser “cookies” and perform an application sweep.\u003c/li>\n\u003cli>\u003cstrong>SECURE IT:\u003c/strong> There are parental controls on most tech devices that can turn certain features on and off. Settings on the iPhone, for example, that can be restricted include explicit song titles, Internet browser, YouTube, iTunes and the camera.\u003c/li>\n\u003cli>\u003cstrong>SET LIMITS:\u003c/strong> As with any new toy, parents should set expectations and limitations with their kids when the device is handed down, and should encourage other forms of learning and play beyond the screen.\u003c/li>\n\u003cli>\u003cstrong>FIND THE RIGHT APPS:\u003c/strong> A good app is the perfect combination of education and entertainment, and should be appropriate for your child’s age and stage of development. Avoid apps that try to sell: Apps labeled “lite” or “free” often attempt to make money by trying to sell virtual items while a child is playing a game, or link to another related app that requires payment to download. Select apps from trusted, reliable sources, and make sure that they are not trying to market to your child.\u003c/li>\n\u003c/ol>\n\u003c/blockquote>\n\u003cp>It comes as no surprise that the survey also found that 74 percent of parents rank the educational value of an app as a top reason for purchasing it. But plodding through the thousands of apps labeled educational is cumbersome, leaving parents to wonder \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/how-do-you-find-good-educational-apps/\">what makes a good app\u003c/a>? There are rating systems, and plenty of sites that offer advice and references, but according to the survey, 49 percent of parents defer to other parents to decide which is best for their kids.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Take a look at your smartphone or tablet. What percentage of your apps are for your kids? If you're among the 30 percent of those surveyed, a quarter of them; but if you're among the 16 percent of parents, a full half of those apps has got your kid's fingerprints all over it.\u003c/p>\n\u003cp>\u003cem>Read more:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/how-do-you-find-good-educational-apps/\">How Do You Find Good Educational Apps?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/what-would-you-pay-for-a-great-educational-app/\">What Would You Pay for a Great Learning App?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/finding-value-in-mobile-learning-apps/\">Finding Value in Mobile Learning Apps\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-17168\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/iphone-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Hand-me-downs have a certain stigma, at least when it comes to clothes and toys. But finding a second life for gadgets like smartphones and tech devices is easy -- especially when the recipients are kids.\u003c/p>\n\u003cp>A recent \u003ca href=\"http://www.businesswire.com/news/home/20111129005389/en/PBS-KIDS%E2%80%99-Top-Tips-Hand-Me-Down-Tech-Gifts\">PBS KIDS survey\u003c/a> of parents of 2- to 10-year-olds found that kids will be the gleeful recipients of their parents' early-generation devices. Plan to gift the new iPhone 4S to your spouse this holiday? Your nine-year-old has a great idea for what to do with your 3GS. Is your four-year-old laptop running slow? More than likely there's at least one kid in the household who would manage to find a way to deal with its slow speed, so long as it can access the Internet.\u003c/p>\n\u003cp>If that's your tack, you won't be alone. According to the survey, 54 percent of parents said they'd pass along old computers and 38 percent said their kids would be the beneficiaries of their old mobile devices this holiday.\u003c/p>\n\u003cp>But it's important to prep the devices before the hand-off, PBS Kids says. Erasing your own data, adding educational apps and sites, and securing the Internet will help guide kids towards the \u003c!--more-->smartest use of these devices.\u003c/p>\n\u003cp>PBS Kids advises the following:\u003c/p>\n\u003cblockquote>\n\u003col>\n\u003cli>\u003cstrong>SWEEP IT\u003c/strong>: All devices should be cleaned of any content including personal files, credit card information, etc. before handing down to kids. Parents should swipe all their browser “cookies” and perform an application sweep.\u003c/li>\n\u003cli>\u003cstrong>SECURE IT:\u003c/strong> There are parental controls on most tech devices that can turn certain features on and off. Settings on the iPhone, for example, that can be restricted include explicit song titles, Internet browser, YouTube, iTunes and the camera.\u003c/li>\n\u003cli>\u003cstrong>SET LIMITS:\u003c/strong> As with any new toy, parents should set expectations and limitations with their kids when the device is handed down, and should encourage other forms of learning and play beyond the screen.\u003c/li>\n\u003cli>\u003cstrong>FIND THE RIGHT APPS:\u003c/strong> A good app is the perfect combination of education and entertainment, and should be appropriate for your child’s age and stage of development. Avoid apps that try to sell: Apps labeled “lite” or “free” often attempt to make money by trying to sell virtual items while a child is playing a game, or link to another related app that requires payment to download. Select apps from trusted, reliable sources, and make sure that they are not trying to market to your child.\u003c/li>\n\u003c/ol>\n\u003c/blockquote>\n\u003cp>It comes as no surprise that the survey also found that 74 percent of parents rank the educational value of an app as a top reason for purchasing it. But plodding through the thousands of apps labeled educational is cumbersome, leaving parents to wonder \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/how-do-you-find-good-educational-apps/\">what makes a good app\u003c/a>? There are rating systems, and plenty of sites that offer advice and references, but according to the survey, 49 percent of parents defer to other parents to decide which is best for their kids.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Take a look at your smartphone or tablet. What percentage of your apps are for your kids? If you're among the 30 percent of those surveyed, a quarter of them; but if you're among the 16 percent of parents, a full half of those apps has got your kid's fingerprints all over it.\u003c/p>\n\u003cp>\u003cem>Read more:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/how-do-you-find-good-educational-apps/\">How Do You Find Good Educational Apps?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/what-would-you-pay-for-a-great-educational-app/\">What Would You Pay for a Great Learning App?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/finding-value-in-mobile-learning-apps/\">Finding Value in Mobile Learning Apps\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_17131\" class=\"wp-caption center\" style=\"max-width: 573px\">\u003ca href=\"http://www.flickr.com/photos/j_gresham/2526773442/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-17131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/2526773442_5939e2155f_z.jpg\" alt=\"\" width=\"573\" height=\"398\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/11/2526773442_5939e2155f_z.jpg 573w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/2526773442_5939e2155f_z-400x278.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/2526773442_5939e2155f_z-320x222.jpg 320w\" sizes=\"(max-width: 573px) 100vw, 573px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For many Americans, going to college has been the next natural step after graduating from high school. 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With MIT’s \u003ca href=\"http://ocw.mit.edu/index.htm\">OpenCourseWare\u003c/a> – the university’s classes offered online for free – as well as a long list of other \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\">quality free educational resources\u003c/a>, the public perception of what holds value in education has changed. Facts and how-to’s are freely available to anyone with Internet access. 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Rather than confer with the insular academic community, DeMillo looked out to the real world for advice. He spoke to dozens of video game companies about what they were looking for in computer science grads. “They said they needed people who not only know the technology but were skilled in the art of storytelling, the narrative arc,” he \u003ca href=\"http://www.nytimes.com/2011/11/06/education/edlife/the-evolution-of-higher-education.html?_r=1&adxnnl=1&ref=edlife&adxnnlx=1322501316-er4lPqd7blWTfdYZ7NLwSQ#\">told the \u003cem>Times\u003c/em>\u003c/a>. Armed with this knowledge, he reconfigured the computer science department to allow students to choose two \"interdisciplinary threads,” like computing and media. 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With MIT’s \u003ca href=\"http://ocw.mit.edu/index.htm\">OpenCourseWare\u003c/a> – the university’s classes offered online for free – as well as a long list of other \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\">quality free educational resources\u003c/a>, the public perception of what holds value in education has changed. Facts and how-to’s are freely available to anyone with Internet access. 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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 200px\">\u003cimg class=\"size-full wp-image-17083\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/Williams-Ruby.jpg\" alt=\"\" width=\"200\" height=\"225\">\n\u003cp class=\"wp-caption-text\">A personal shout-out to Ruby Williams, English teacher extraordinaire!\u003c/p>\n\u003c/div>\n\u003cp>Every year, the day after Thanksgiving is designated as \u003ca href=\"http://nationaldayoflistening.org/\">The National Day of Listening\u003c/a>. On this day, the public is encouraged to share their personal stories through different media. It's part of \u003ca href=\"http://storycorps.org/\">StoryCorps\u003c/a>, an online oral history project that's broadcast weekly on NPR's Morning Edition.\u003c/p>\n\u003cp>This year, the National Day of Listening is dedicated to teachers. And to that end, StoryCorps is encouraging us all to call a teacher or mentor and have a conversation about the impact he or she has had on our lives. Check out\u003ca href=\"http://nationaldayoflistening.org/participate/\"> this downloadable guide\u003c/a> on a how to conduct a great interview.\u003c/p>\n\u003cp>You can also thank them other ways:\u003c/p>\n\u003cp> \u003c/p>\n\u003cul>\n\u003cli>Tweet your thanks to @storycorps with #thankateacher\u003c/li>\n\u003cli>Post your message on your Facebook or on the \u003ca href=\"https://www.facebook.com/StoryCorps/posts/271890666188059\">StoryCorps Facebook\u003c/a> page\u003c/li>\n\u003cli>Video or audio tape your message or interview. (\u003ca href=\"http://nationaldayoflistening.org/listen/\">Listen to these moving interviews\u003c/a>.)\u003c/li>\n\u003cli>Send a tactile, handmade thank you card to your teacher\u003c/li>\n\u003cli>Share your project on \u003ca href=\"http://nationaldayoflistening.org/share/wall-of-listening/\">The Wall of Listening\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>For many of us, our lives have been profoundly affected by the guidance and encouragement of our teachers. I'd like to personally thank Ruby Williams for showing me the joy of writing and setting me firmly on the path to journalism.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We'd love to hear from MindShift readers about the teacher who made a big impact on your life.\u003c/p>\n\u003cp>See what others have said about their teachers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>http://youtu.be/DL_BkC2YxBk\u003c/p>\n\n",
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"content": "\u003cdiv id=\"attachment_25067\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/read-create-or-hear-a-story-apps-for-traveling-with-kids/ipad-7/\" rel=\"attachment wp-att-25067\">\u003cimg class=\"size-large wp-image-25067\" title=\"ipad\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/ipad1-620x463.jpg\" alt=\"\" width=\"620\" height=\"463\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">It might be true that some parents \u003ca href=\"http://www.nytimes.com/2011/11/21/business/for-their-children-many-e-book-readers-insist-on-paper.html\">prefer to give their kids print books \u003c/a>-- even if they choose e-books for themselves -- but when it's holiday travel time, it might be nice to keep stories on a single device. Apart from traveling lighter, these apps and games can keep kids engaged by allowing them to create stories, too.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>STORYLINES\u003c/strong>: \u003ca href=\"http://play.storylinesapp.com/\">StoryLines\u003c/a> (\u003ca href=\"http://itunes.apple.com/us/app/storylines/id464977336?mt=8\">iTunes\u003c/a>) is a bit like the game of “Telephone.” Players are given a sentence or phrase to illustrate using the touchscreen on the iPad. That illustration is given to the next person, who writes a sentence, captioning the drawing. You can determine how many “links” in the story you’d like to see, and when you’re done, Storyline replays the illustration and writing process. The tool could be an interesting way to get students thinking about the meanings of words and phrases and about illustration and interpretation, as well as a good launching point for creative writing exercises. (Free, iPad/Web)\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>SUMMER OF SECRETS:\u003c/strong> School 26's Summer of Secrets (\u003ca href=\"http://itunes.apple.com/us/app/school-26-summer-of-secrets/id448500154?mt=8\">iTunes\u003c/a>) is one app in a series with a “social mastery” them, as the main character Kate and her friends navigate the social pitfalls of tween and teen life.\u003c/li>\n\u003cli>\u003ca href=\"http://itunes.apple.com/us/app/alice-for-the-ipad/id354537426?mt=8\">\u003cstrong>ALICE IN WONDERLAND.\u003c/strong>\u003c/a> Bringing the story to life, this app lets you tilt your iPad to make Alice grow or shrink, throw tarts at the Queen of Hearts and help the caterpillar smoke his hookah pipe.\u003c/li>\n\u003cli>\u003ca href=\"http://itunes.apple.com/us/app/toy-story-read-along/id364376920?mt=8\">\u003cstrong>TOY STORY.\u003c/strong>\u003c/a> The movies are great, but the app is arguably more interesting. Using the same story line, there are games, movie clips, coloring pages, and sing-along songs. Kids can hear \u003c!--more-->the story read aloud, or they can record their own narration, and explore at their own pace.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>ANSEL & CLAIR'S ADVENTURES.\u003c/strong> (\u003ca href=\"http://itunes.apple.com/us/app/ansel-clairs-adventures-in/id433593765?mt=8\">iTunes\u003c/a>) in Africa is one of those rare joys that combines beautiful graphics and engaging gameplay with educational content. Ansel and Clair are aliens who must recover their lost spaceship parts, and as they travel the continent (the Serengheti, the Nile River Valley, and the Sahara Desert) they not only work on that mission but learn about the geography and history of the area as well. The app takes full advantage of iPad technology — audio, video, the touchscreen, “tilt the iPad” games, and so on.You can have separate accounts, so different users can move through the the story at their own pace and it’s suitable for a wide age range (the iTunes lists the app as 4 and up).\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>HAROLD AND THE PURPLE CRAYON\u003c/strong>. Available for iOS (\u003ca href=\"http://itunes.apple.com/us/app/harold-and-the-purple-crayon/id450829541?mt=8\">iTunes\u003c/a>), the Harold and the Purple Crayon app lets readers control that magical purple crayon. The app allows readers to simply read the book, have it read aloud to them, or interactive with a variety of animations.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>OTHER IDEAS\u003c/strong>\u003c/p>\n\u003cp>- \u003cstrong>Audiobooks\u003c/strong>. Download free audiobooks from sites like \u003ca href=\"http://www.booksshouldbefree.com/Top_100\">Books Should Be Free\u003c/a>, and choose from your own childhood favorites like Anne of Green Gables, Pollyanna, Grimm's Fairy Tales, or Gulliver's Travels.\u003c/p>\n\u003cp>- \u003cstrong>Podcasts\u003c/strong>. iTunes lists a slew of storytelling podcasts. Check out \u003ca href=\"http://storynory.com/\">Storynory\u003c/a>. The lead storyteller is Natasha, who herself sounds like a fairytale princess with her lilting British accent narrates stories like \u003ca href=\"http://storynory.com/2010/11/15/the-old-man-and-the-figs/\">The Old Man and the Figs\u003c/a> and \u003ca href=\"http://storynory.com/2010/10/30/katies-black-friday/\">Katie's Black Friday.\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25067\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/read-create-or-hear-a-story-apps-for-traveling-with-kids/ipad-7/\" rel=\"attachment wp-att-25067\">\u003cimg class=\"size-large wp-image-25067\" title=\"ipad\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/ipad1-620x463.jpg\" alt=\"\" width=\"620\" height=\"463\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">It might be true that some parents \u003ca href=\"http://www.nytimes.com/2011/11/21/business/for-their-children-many-e-book-readers-insist-on-paper.html\">prefer to give their kids print books \u003c/a>-- even if they choose e-books for themselves -- but when it's holiday travel time, it might be nice to keep stories on a single device. Apart from traveling lighter, these apps and games can keep kids engaged by allowing them to create stories, too.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>STORYLINES\u003c/strong>: \u003ca href=\"http://play.storylinesapp.com/\">StoryLines\u003c/a> (\u003ca href=\"http://itunes.apple.com/us/app/storylines/id464977336?mt=8\">iTunes\u003c/a>) is a bit like the game of “Telephone.” Players are given a sentence or phrase to illustrate using the touchscreen on the iPad. That illustration is given to the next person, who writes a sentence, captioning the drawing. You can determine how many “links” in the story you’d like to see, and when you’re done, Storyline replays the illustration and writing process. The tool could be an interesting way to get students thinking about the meanings of words and phrases and about illustration and interpretation, as well as a good launching point for creative writing exercises. (Free, iPad/Web)\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>SUMMER OF SECRETS:\u003c/strong> School 26's Summer of Secrets (\u003ca href=\"http://itunes.apple.com/us/app/school-26-summer-of-secrets/id448500154?mt=8\">iTunes\u003c/a>) is one app in a series with a “social mastery” them, as the main character Kate and her friends navigate the social pitfalls of tween and teen life.\u003c/li>\n\u003cli>\u003ca href=\"http://itunes.apple.com/us/app/alice-for-the-ipad/id354537426?mt=8\">\u003cstrong>ALICE IN WONDERLAND.\u003c/strong>\u003c/a> Bringing the story to life, this app lets you tilt your iPad to make Alice grow or shrink, throw tarts at the Queen of Hearts and help the caterpillar smoke his hookah pipe.\u003c/li>\n\u003cli>\u003ca href=\"http://itunes.apple.com/us/app/toy-story-read-along/id364376920?mt=8\">\u003cstrong>TOY STORY.\u003c/strong>\u003c/a> The movies are great, but the app is arguably more interesting. 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The app takes full advantage of iPad technology — audio, video, the touchscreen, “tilt the iPad” games, and so on.You can have separate accounts, so different users can move through the the story at their own pace and it’s suitable for a wide age range (the iTunes lists the app as 4 and up).\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>HAROLD AND THE PURPLE CRAYON\u003c/strong>. Available for iOS (\u003ca href=\"http://itunes.apple.com/us/app/harold-and-the-purple-crayon/id450829541?mt=8\">iTunes\u003c/a>), the Harold and the Purple Crayon app lets readers control that magical purple crayon. The app allows readers to simply read the book, have it read aloud to them, or interactive with a variety of animations.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>OTHER IDEAS\u003c/strong>\u003c/p>\n\u003cp>- \u003cstrong>Audiobooks\u003c/strong>. Download free audiobooks from sites like \u003ca href=\"http://www.booksshouldbefree.com/Top_100\">Books Should Be Free\u003c/a>, and choose from your own childhood favorites like Anne of Green Gables, Pollyanna, Grimm's Fairy Tales, or Gulliver's Travels.\u003c/p>\n\u003cp>- \u003cstrong>Podcasts\u003c/strong>. iTunes lists a slew of storytelling podcasts. Check out \u003ca href=\"http://storynory.com/\">Storynory\u003c/a>. The lead storyteller is Natasha, who herself sounds like a fairytale princess with her lilting British accent narrates stories like \u003ca href=\"http://storynory.com/2010/11/15/the-old-man-and-the-figs/\">The Old Man and the Figs\u003c/a> and \u003ca href=\"http://storynory.com/2010/10/30/katies-black-friday/\">Katie's Black Friday.\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://youmediachicago.org/\">\u003cimg class=\"size-medium wp-image-17080\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/4267785099_16db5227271-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">YOUmedia\u003c/p>\n\u003c/div>\n\u003cp>Earlier this month, we \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">covered\u003c/a> the \u003ca href=\"http://www.fayettevillefreelibrary.org/\">Fayetteville Free Library\u003c/a>'s new \u003ca href=\"http://www.fayettevillefreelibrary.org/about-us/services/fablab.html\">Fab Lab\u003c/a>, the public library's plans to build a \"makerspace\" where library patrons could gain hands-on experience using 3D printers and other tools and could take programming and \"shop\" classes.\u003c/p>\n\u003cp>It's part of a larger movement to rethink and re-imagine what a public library will look like and what functions it will serve. While many people do see libraries solely as book repositories, it's clear that the library is much more than that. For many, it's an important community center and a place that offers access to digital tools and media.\u003c/p>\n\u003cp>A new competition sponsored by the \u003ca href=\"http://www.imls.gov/\">Institute for Museum and Library Services\u003c/a> (IMLS) and the \u003ca href=\"http://www.macfound.org/\">John D. and Catherine T. MacArthur Foundation\u003c/a> has just announced 12 winning libraries and museums that will receive $1.2 million in grant money help push the boundaries of what these \u003c!--more-->institutions look like, specifically helping to create facilities that are better \"learning labs\" for teens.\u003c/p>\n\u003cp>The idea was inspired by \u003ca href=\"http://youmediachicago.org/2-about-us/pages/2-about-us\">YOUmedia\u003c/a>, a teen learning space at the Chicago Public Library's downtown center. YOUmedia provides teens with access to thousands of books. But it also contains over 100 laptop and desktop computers -- machines that are equipped with various media creation software -- as well as an in-house recording studio with keyboards, turntables and a mixing board. YOUmedia also provides classes and connections to mentors so that teens can learn how to use the equipment.\u003c/p>\n\u003cp>Recognizing the importance of museums and libraries as sites for hands-on learning, the MacArthur Foundation and IMLS-sponsored competition plans to take the YOUmedia model and spread it nationally. The hope is for the new learning labs to serve as places where teens can explore science, technology, art, and literature -- not just to not just to read about it -- through building and making.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>New teen learning labs will be built in San Francisco, CA; Thornton, CO; Columbia, MD; St. Paul, MN; Kansas City, MO; New York, NY; Columbus, OH; Portland, OR; Allentown, PA; Philadelphia, PA; Nashville, TN; and Houston, TX.\u003c/p>\n\u003cp>In Portland, for example, the Multnomah County Library will team up with the \u003ca href=\"http://www.omsi.edu/\">Oregon Museum of Science and Industry\u003c/a> (OMSI) to build a Community Maker Center. The city's Teen Advisory Council is helping plan the design and operation of the Maker Center with other local partners that include the mentor-based workshop \u003ca href=\"http://techshop.ws/\">TechShop\u003c/a> and the robotics program \u003ca href=\"http://www.usfirst.org/\">FIRST\u003c/a>.\u003c/p>\n\u003cp>The St. Paul Learning Labs Project will bring together the city's public library with its partners at the St. Paul Parks and Recreation Department to create a new facility, as well as a mobile lab and an online portal. Twenty-five percent of St. Paul's population is under age 18; 72% of its student population qualifies for free or reduced lunch; and 36% are English language learners. The new teen learning spaces will provide a safe and resource-rich environment for at-risk youth to \"hang out, mess around, and geek out.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://www.nysci.org/\">New York Hall of Science\u003c/a> in Queens plans to create a Digital Making program within its new Cognizant Maker Space. The program aims to boost teens' interest in STEM topics through programs that will encourage them to work with music, video, and games. The New York Hall of Science has been the site of the New York Maker Faire, and as such, the new learning lab will tap into a larger community of makers and builders to help act as mentors and resources for the teens.\u003c/p>\n\u003cp>While the grant recipients all plan on building different sorts of programs that meet community needs and match community resources, in general the emphasis is on providing a free and open community space for teens to explore digital media and technology -- and to do so on their own terms. This sort of informal learning can hopefully foster creativity and experimentation and offer both STEM learning and play that doesn't always happen in schools. \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It's that element -- \"as informal learning institutions\" -- that OMSI's David Perry, Director of Museum Education points to with the Portland project, one that combines the library and museum's respective strengths in engaging teens and creating hands-on experiences. \"Digital media and production tools are changing the way people, especially teens, interact with each other and the world around them,\" says Perry, and it's now more libraries and museums are thinking how to foster learning experiences for their teenage visitors. \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://youmediachicago.org/\">\u003cimg class=\"size-medium wp-image-17080\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/4267785099_16db5227271-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">YOUmedia\u003c/p>\n\u003c/div>\n\u003cp>Earlier this month, we \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">covered\u003c/a> the \u003ca href=\"http://www.fayettevillefreelibrary.org/\">Fayetteville Free Library\u003c/a>'s new \u003ca href=\"http://www.fayettevillefreelibrary.org/about-us/services/fablab.html\">Fab Lab\u003c/a>, the public library's plans to build a \"makerspace\" where library patrons could gain hands-on experience using 3D printers and other tools and could take programming and \"shop\" classes.\u003c/p>\n\u003cp>It's part of a larger movement to rethink and re-imagine what a public library will look like and what functions it will serve. While many people do see libraries solely as book repositories, it's clear that the library is much more than that. For many, it's an important community center and a place that offers access to digital tools and media.\u003c/p>\n\u003cp>A new competition sponsored by the \u003ca href=\"http://www.imls.gov/\">Institute for Museum and Library Services\u003c/a> (IMLS) and the \u003ca href=\"http://www.macfound.org/\">John D. and Catherine T. MacArthur Foundation\u003c/a> has just announced 12 winning libraries and museums that will receive $1.2 million in grant money help push the boundaries of what these \u003c!--more-->institutions look like, specifically helping to create facilities that are better \"learning labs\" for teens.\u003c/p>\n\u003cp>The idea was inspired by \u003ca href=\"http://youmediachicago.org/2-about-us/pages/2-about-us\">YOUmedia\u003c/a>, a teen learning space at the Chicago Public Library's downtown center. YOUmedia provides teens with access to thousands of books. But it also contains over 100 laptop and desktop computers -- machines that are equipped with various media creation software -- as well as an in-house recording studio with keyboards, turntables and a mixing board. YOUmedia also provides classes and connections to mentors so that teens can learn how to use the equipment.\u003c/p>\n\u003cp>Recognizing the importance of museums and libraries as sites for hands-on learning, the MacArthur Foundation and IMLS-sponsored competition plans to take the YOUmedia model and spread it nationally. The hope is for the new learning labs to serve as places where teens can explore science, technology, art, and literature -- not just to not just to read about it -- through building and making.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>New teen learning labs will be built in San Francisco, CA; Thornton, CO; Columbia, MD; St. Paul, MN; Kansas City, MO; New York, NY; Columbus, OH; Portland, OR; Allentown, PA; Philadelphia, PA; Nashville, TN; and Houston, TX.\u003c/p>\n\u003cp>In Portland, for example, the Multnomah County Library will team up with the \u003ca href=\"http://www.omsi.edu/\">Oregon Museum of Science and Industry\u003c/a> (OMSI) to build a Community Maker Center. The city's Teen Advisory Council is helping plan the design and operation of the Maker Center with other local partners that include the mentor-based workshop \u003ca href=\"http://techshop.ws/\">TechShop\u003c/a> and the robotics program \u003ca href=\"http://www.usfirst.org/\">FIRST\u003c/a>.\u003c/p>\n\u003cp>The St. Paul Learning Labs Project will bring together the city's public library with its partners at the St. Paul Parks and Recreation Department to create a new facility, as well as a mobile lab and an online portal. Twenty-five percent of St. Paul's population is under age 18; 72% of its student population qualifies for free or reduced lunch; and 36% are English language learners. The new teen learning spaces will provide a safe and resource-rich environment for at-risk youth to \"hang out, mess around, and geek out.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://www.nysci.org/\">New York Hall of Science\u003c/a> in Queens plans to create a Digital Making program within its new Cognizant Maker Space. The program aims to boost teens' interest in STEM topics through programs that will encourage them to work with music, video, and games. The New York Hall of Science has been the site of the New York Maker Faire, and as such, the new learning lab will tap into a larger community of makers and builders to help act as mentors and resources for the teens.\u003c/p>\n\u003cp>While the grant recipients all plan on building different sorts of programs that meet community needs and match community resources, in general the emphasis is on providing a free and open community space for teens to explore digital media and technology -- and to do so on their own terms. This sort of informal learning can hopefully foster creativity and experimentation and offer both STEM learning and play that doesn't always happen in schools. \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It's that element -- \"as informal learning institutions\" -- that OMSI's David Perry, Director of Museum Education points to with the Portland project, one that combines the library and museum's respective strengths in engaging teens and creating hands-on experiences. \"Digital media and production tools are changing the way people, especially teens, interact with each other and the world around them,\" says Perry, and it's now more libraries and museums are thinking how to foster learning experiences for their teenage visitors. \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-17056\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/89514594-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>In the book \u003ca href=\"http://www.amazon.com/Teaching-2030-Students-Public-Schools-Now/dp/0807751545\">\u003cstrong>\u003cem>Teaching 2030\u003c/em>\u003c/strong>\u003c/a> by Barnett Berry and 12 classroom experts, the authors pinpoint specific skills educators will need to teach in the schools of tomorrow. They say teachers must be prepared to find and adapt new technologies to engage the digital generation, as well as work across traditional subject areas using project learning. They must be able to use data and evidence to inform their practice and know how to work in both \u003ca href=\"http://www.edweek.org/ew/articles/2010/09/22/04edtech_teachprep.h30.html\">virtual learning environments \u003c/a>and brick-and-mortar schools. And they'll need to collaborate with community-based organizations and work in schools that provide all kinds of other services for students and their families.\u003c/p>\n\u003cp>Along those lines, Berry has outlined five changes he believes need to be made to the future of teacher education.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>INFORMED BY NEED. \u003c/strong>University-based education schools currently produce about 170,000 graduates every year -- but only 70 percent of those actually enter teaching. One reason is the mismatch between production and market demand. In some “teacher surplus” states, universities graduate far too many teachers prepared for subjects and areas in low demand (such as elementary, physical education, social studies), while math, science, and special education vacancies \u003ca href=\"www.edweek.org/media/ew/qc/archives/QC03full.pdf\">continue to frustrate school leaders\u003c/a> as well as parents. And because of the way education schools are funded, most universities offer just about every kind of teacher \u003c!--more-->education major, irrespective of the local needs of area districts looking for new recruits. In the future, as long as we have the right policies in place, education schools should recruit and prepare those who are needed — and use the cost savings to recruit the right teachers who can teach the right subjects -- as well as invest more in the right kind of pedagogical training.\u003c/li>\n\u003cli>\u003cstrong>INVESTMENTS IN CLINICAL TRAINING. \u003c/strong>Most university-based teacher education programs, unlike those in engineering, architecture, and nursing (and of course medicine), have few resources to prepare recruits in clinical, or real-life, contexts. Future teachers have had little opportunity to learn how to teach in schools under the tutelage of master teachers and college faculty who can closely supervise them and ensure they pass muster on rigorous (and more expensive) performance assessments. Teachers must also learn how to work effectively in both virtual networks as well as in community-based organizations that serve student learning in 24/7 venues. Policymakers must do their share by investing in the clinical training of future teachers, who can learn how to teach by interning in the places and with the people with whom they work in order to serve students effectively.\u003c/li>\n\u003cli>\u003cstrong>CHANGING THE CONTEXT OF CONTENT\u003c/strong>. Most education schools have taught teachers how to know things and think about things. But they’ve never had the chance to practice implementing high-level strategies, like communicating with parents and eliciting student thinking around subject areas. How do you teach someone to unpack a student’s thinking around specific subjects, in physics, social studies, literature? How do you build, create, and score assessments? How do you communicate student progress to not just parents but also policymakers? How do you give homework that’s meaningful? How do you help students, who are growing up on virtual reality games and Google figure out how to determine the accuracy of content and how to use it in solving problems? Universities must help future teachers understand and capitalize on the changing context of content in teaching diverse learners to meet high academic standards.\u003c/li>\n\u003cli>\u003cstrong>SEAMLESS CONNECTIONS BETWEEN PRE-SERVICE EDUCATION AND PROFESSIONAL DEVELOPMENT.\u003c/strong> With an explosion of diverse students in chaotic school environments (and growing numbers of those with special needs or whose first language is not English), it's that much more difficult for novice teachers to be fully prepared. The teacher education system needs to ensure that pre-service teachers learn crucial skills (see #3)\u003cem> in settings similar to those in which they will teach\u003c/em>. They must go through performance assessments to determine their strengths and weaknesses, and this information must be used to craft plans for their future development as educators. With virtual communities like \u003ca href=\"http://www.teacherleaders.org/\">Teacher Leaders Network\u003c/a>, and new outlets like the \u003ca href=\"http://www.teachingchannel.org/\">Teaching Channel\u003c/a>, teachers can learn from each other, while ed schools and school districts can find ways to capitalize on these connections. Doing all of this will require that policymakers fuse the resources of universities and school districts in creating seamless connections between pre-service training and on-going professional development.\u003c/li>\n\u003cli>\u003cstrong>LEARNING AND LEADING IN HISTORICAL CONTEXT. \u003c/strong>In preparing all students to work in the global economy and participate in our complex, evolving democracy, public schools need to capitalize on the untapped potential of teacher leaders. Our education schools need to prepare this new generation of teacher leaders, who know how to spread their pedagogical expertise to colleagues and administrators and can communicate effectively with policymakers and parents. Doing so requires not just teachers who have technical skill in connecting good ideas with the right stakeholders and constituents, but who also have a deep understanding of how historical imperatives shape future prospects for the profession that makes all others possible. Educators who train teachers must cultivate a critical mass of teacher leaders, or \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/what-the-heck-is-a-teacherpreneur/\">teacherpreneurs\u003c/a>, who continue to teach but have knowledge and skill to lead the transformation of teaching and learning.\u003c/li>\n\u003c/ol>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-17056\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/89514594-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>In the book \u003ca href=\"http://www.amazon.com/Teaching-2030-Students-Public-Schools-Now/dp/0807751545\">\u003cstrong>\u003cem>Teaching 2030\u003c/em>\u003c/strong>\u003c/a> by Barnett Berry and 12 classroom experts, the authors pinpoint specific skills educators will need to teach in the schools of tomorrow. They say teachers must be prepared to find and adapt new technologies to engage the digital generation, as well as work across traditional subject areas using project learning. 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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/icanchangethisright/4712819922/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-17050\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/4712819922_19f9095b1f_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:BradleyGee\u003c/p>\n\u003c/div>\n\u003cp>\"I'm going back to school.\" It's a common decision when someone wants a job promotion or a career change. And that's especially the case during an economic downturn. Can't find a job? Go back to school. More education can mean job re-training, or it can simply mean a time-out from the work world altogether -- a time to live on grants, scholarships, and student loans.\u003c/p>\n\u003cp>But as the cost of college tuition skyrockets and the burden of student loans outpace other forms of consumer debt, going back to school might not be such a great plan. Add to that the wealth of educational resources now available online, the possibility for people to learn new skills and to gain new knowledge outside of the traditional college classroom seems to be a compelling argument not to head right back to school.\u003c/p>\n\u003cp>And that's the case author Kio Stark is arguing. Stark is in the middle of a \u003ca href=\"http://www.kickstarter.com/projects/1528125592/dont-go-back-to-school-a-handbook-for-learning-any\">Kickstarter campaign\u003c/a>, crowd-funding what she hopes will be her next book -- a guide to help independent learners figure things out on their own.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Helping independent learners build networks so they can access a professional or learning community. \u003c/aside>\n\u003cp>Stark's book will join a number of others, including \u003ca href=\"http://uncollege.org\">Uncollege\u003c/a>'s Dale Stephens' Hacking Your Education (due out from Penguin in 2013) and Anna Kamenetz's \u003ca href=\"http://edupunksguide.org/\">Edupunk Guide\u003c/a>, which are making \u003c!--more-->a similar argument: college may no longer be necessary.\u003c/p>\n\u003cp>Stark's own background makes this project particularly compelling. She's a grad school dropout \u003cem>and\u003c/em> currently a grad school instructor (she teaches at NYU's \u003ca href=\"http://itp.nyu.edu/itp/\">Interactive Telecommunications Program\u003c/a>). As such, she's familiar with the inner workings of the university system -- how it serves and fails to serve the needs of students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"College didn't used to be about getting a job,\" she said. And if anything, the traditional liberal arts degree was simply \"vocational training for being an academic.\" For those of us on a career path might be well-served by that system. But for others, college might not fit the bill.\u003c/p>\n\u003cp>\"If you're interested in a 'protected title profession\" -- a doctor or a dentist, for example -- \"then yep, go to school. But if what you want is to be a learner,\" then college might not be necessary.\u003c/p>\n\u003cp>What is necessary, Stark argues, is to help remake some of that college infrastructure outside of school, namely helping independent learners build or locate their own networks so they can access other folks who are in that professional or learning community. How can students find resources, build their own \"curriculum,\" get their hands on the right tools, and locate the right mentors?\u003c/p>\n\u003cp>As for Stark's book project, she plans to interview people who are self-taught, including Cory Doctorow on how he learned to be a working writer, and Quinn Norton on how she learned about neurology and psychology as a science writer.\u003c/p>\n\u003cp>\"The idea of learning independently can be daunting, so I started writing down my own strategies and interviewing friends who learn on their own, asking them how they do it,\" Stark writes in the description of the Kickstarter campaign. \" In my research, I've found that people who learn stuff independently develop strategies and infrastructure to give them some of the necessary things that they’d get from a school setting. I want to be able to share that learning framework so that more people can figure out how to do it on their own.\"\u003c/p>\n\u003cp>In some ways, that's easier said than done. While it's possible to learn any number of subjects online, just having access to information is far from the end of the story. Despite the financial burden and the time commitment, college does offer an infrastructure -- ideally at least -- to make this learning happen. There's the faculty, the library, the course catalog, the syllabi, and the student population, for example.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But there's a growing argument made by Stark and those like her that that \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-valuable-is-a-college-degree/\">infrastructure is not worth the cost\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/icanchangethisright/4712819922/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-17050\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/4712819922_19f9095b1f_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:BradleyGee\u003c/p>\n\u003c/div>\n\u003cp>\"I'm going back to school.\" It's a common decision when someone wants a job promotion or a career change. And that's especially the case during an economic downturn. Can't find a job? Go back to school. More education can mean job re-training, or it can simply mean a time-out from the work world altogether -- a time to live on grants, scholarships, and student loans.\u003c/p>\n\u003cp>But as the cost of college tuition skyrockets and the burden of student loans outpace other forms of consumer debt, going back to school might not be such a great plan. Add to that the wealth of educational resources now available online, the possibility for people to learn new skills and to gain new knowledge outside of the traditional college classroom seems to be a compelling argument not to head right back to school.\u003c/p>\n\u003cp>And that's the case author Kio Stark is arguing. Stark is in the middle of a \u003ca href=\"http://www.kickstarter.com/projects/1528125592/dont-go-back-to-school-a-handbook-for-learning-any\">Kickstarter campaign\u003c/a>, crowd-funding what she hopes will be her next book -- a guide to help independent learners figure things out on their own.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Helping independent learners build networks so they can access a professional or learning community. \u003c/aside>\n\u003cp>Stark's book will join a number of others, including \u003ca href=\"http://uncollege.org\">Uncollege\u003c/a>'s Dale Stephens' Hacking Your Education (due out from Penguin in 2013) and Anna Kamenetz's \u003ca href=\"http://edupunksguide.org/\">Edupunk Guide\u003c/a>, which are making \u003c!--more-->a similar argument: college may no longer be necessary.\u003c/p>\n\u003cp>Stark's own background makes this project particularly compelling. She's a grad school dropout \u003cem>and\u003c/em> currently a grad school instructor (she teaches at NYU's \u003ca href=\"http://itp.nyu.edu/itp/\">Interactive Telecommunications Program\u003c/a>). As such, she's familiar with the inner workings of the university system -- how it serves and fails to serve the needs of students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"College didn't used to be about getting a job,\" she said. And if anything, the traditional liberal arts degree was simply \"vocational training for being an academic.\" For those of us on a career path might be well-served by that system. But for others, college might not fit the bill.\u003c/p>\n\u003cp>\"If you're interested in a 'protected title profession\" -- a doctor or a dentist, for example -- \"then yep, go to school. But if what you want is to be a learner,\" then college might not be necessary.\u003c/p>\n\u003cp>What is necessary, Stark argues, is to help remake some of that college infrastructure outside of school, namely helping independent learners build or locate their own networks so they can access other folks who are in that professional or learning community. How can students find resources, build their own \"curriculum,\" get their hands on the right tools, and locate the right mentors?\u003c/p>\n\u003cp>As for Stark's book project, she plans to interview people who are self-taught, including Cory Doctorow on how he learned to be a working writer, and Quinn Norton on how she learned about neurology and psychology as a science writer.\u003c/p>\n\u003cp>\"The idea of learning independently can be daunting, so I started writing down my own strategies and interviewing friends who learn on their own, asking them how they do it,\" Stark writes in the description of the Kickstarter campaign. \" In my research, I've found that people who learn stuff independently develop strategies and infrastructure to give them some of the necessary things that they’d get from a school setting. I want to be able to share that learning framework so that more people can figure out how to do it on their own.\"\u003c/p>\n\u003cp>In some ways, that's easier said than done. While it's possible to learn any number of subjects online, just having access to information is far from the end of the story. Despite the financial burden and the time commitment, college does offer an infrastructure -- ideally at least -- to make this learning happen. There's the faculty, the library, the course catalog, the syllabi, and the student population, for example.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But there's a growing argument made by Stark and those like her that that \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-valuable-is-a-college-degree/\">infrastructure is not worth the cost\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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