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"content": "\u003cfigure id=\"attachment_18674\" class=\"wp-caption left\" style=\"max-width: 303px\">\u003cimg class=\"size-full wp-image-18674\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-28-at-12.22.59-PM.png\" alt=\"\" width=\"303\" height=\"277\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Steve Henn\u003c/strong>\u003c/h5>\n\u003cp>Last year, Stanford University computer science professor Sebastian Thrun — also known as the fellow who helped build Google's \u003ca href=\"http://www.npr.org/blogs/thetwo-way/2010/10/12/130510958/google-robot-cars-again-with-the-skynet-people\" target=\"_blank\">self-driving car\u003c/a> — got together with a small group of Stanford colleagues and they impulsively decided to open their classes to the world.\u003c/p>\n\u003cp>They would allow anyone, anywhere to attend online, take quizzes, ask questions and even get grades \u003cem>for free\u003c/em>. They made the announcement with almost no fanfare by sending out a single email to a professional group.\u003c/p>\n\u003cp>\"Within hours, we had 5,000 students signed up,\" Thrun says. \"That was on a Saturday morning. On Sunday night, we had 10,000 students. And Monday morning, Stanford — who we didn't really inform — learned about this and we had a number of meetings.\"\u003c/p>\n\u003cp>You can only imagine what those meetings must have been like, with professors telling the school they wanted to teach free, graded online classes for which students could receive a certificate of completion. And, oh by the way, tens of thousands have already signed up to participate.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think the impact will be large and it will be widespread.\"\u003c/aside>\n\u003cp>For decades, technology has promised to remake education — and it may finally be about to deliver. \u003ca href=\"http://www.npr.org/2012/01/19/145457942/apple-pushes-to-put-textbooks-on-ipads\" target=\"_blank\">Apple's moving\u003c/a> into the textbook market, startups and nonprofits are re-imaging what K-12 education could look like, and now some in Silicon Valley are eager for technology and the Internet to transform education's more elite institutions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thrun's colleague Andrew Ng taught a free, \u003ca href=\"http://www.ml-class.org/course/auth/welcome\" target=\"_blank\">online machine learning class\u003c/a> that ultimately attracted more than 100,000 students. When I ask Ng how Stanford's administration reacted to their \u003c!--more-->proposition, he's silent for a second. \"Oh boy,\" he says, \"I think there was a strong sense that we were all suddenly in a brave new world.\"\u003c/p>\n\u003cp>Ng says there were long conversations about whether or not to give online students a certificate bearing the university's name. But Stanford balked and ultimately the school settled on giving students a letter of accomplishment from the professors that did not mention the university's name.\u003c/p>\n\u003cp>\"We are still having conversations about that,\" says James Plummer, dean of Stanford's School of Engineering. \"I think it will actually be a long time — maybe never — when actual Stanford degrees would be given for fully online work by anyone who wishes to register for the courses.\"\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"color: #ff9900\">UNCHARTED TERRITORY\u003c/span>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Thrun's online \u003ca href=\"https://www.ai-class.com/\" target=\"_blank\">class on artificial intelligence\u003c/a> or A.I., which he co-taught with Google's Peter Norvig, eventually drew more than 160,000 students who received detailed grades and a class ranking.\u003c/p>\n\u003cp>\"We reached many more students, Peter and I, with this one class than all other A.I. professors combined reached in the last year,\" Thrun says.\u003c/p>\n\u003cp>Thrun believes a class that size creates a valuable credential — even if Stanford doesn't recognize it. Students hailed from 190 different countries, including Australia, China, Ukraine and the U.S. They included high school students, women with disabilities, teachers and retirees — and they were all taking the same class Stanford students took, grades and all. But the online participants didn't get credit.\u003c/p>\n\u003cp>\"I think we all realized we were in uncharted territory,\" Thrun says. \"As we move forward, it is my real goal to invent an education platform that has high quality to it, [that] prevents cheating, that really enables students to go through it to be empowered to find better jobs.\"\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"color: #ff9900\">WIDESPREAD IMPACT\u003c/span>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Stanford does award degrees for online work, but only to students who get through the admissions process and pay sometimes $40,000 or $50,000 for a master's degree. Technology could push prices down.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"We are committed to free online education for everybody.\"\u003c/aside>\n\u003cp>Dean Plummer believes low-cost, high-quality online education will have a profound impact in high education, even at institutions as august as Stanford. He doesn't think it will diminish demand for undergraduate degrees or Ph.D.s, but he says the impact on master's programs could be profound.\u003c/p>\n\u003cp>\"What it will look like in 10 years or 20 years or 30 years — your guess is as good as mine,\" he says. \"But I think the impact will be large and it will be widespread.\"\u003c/p>\n\u003cp>Online education and distance learning have been going on at Stanford and other schools for years, but Plummer believes the technology has reached an inflection point.\u003c/p>\n\u003cp>Videos stored online let students build course work into their schedules anywhere in the world. Embedded quizzes let students monitor their own progress and give professors much richer data to improve their teaching.\u003c/p>\n\u003cp>Ng noticed that 5,000 students made the identical mistake in an online quiz. Within minutes, teachers were able to respond and clarify the issue that had led a large fraction of the class down a dead-end path.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"color: #ff9900\">GLOBAL BENEFITS\u003c/span>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Daphne Koller is a computer science professor at Stanford, and a MacArthur \"Genius\" Fellow. She has been working for years to make online education more engaging and interactive.\u003c/p>\n\u003cp>\"On the long term, I think the potential for this to revolutionize education is just tremendous,\" Koller says. \"There are millions of people around the world that have access only to the poorest quality of education or sometimes nothing at all.\"\u003c/p>\n\u003cp>Technology could change that by making it possible to teach classes with 100,000 students as easily and as cheaply as a class with just 100. And if you look around the world, demand for education in places like South Africa is enormous.\u003c/p>\n\u003cp>Almost two weeks ago, at the University of Johannesburg, more than 20 people were injured and one woman was killed \u003ca href=\"http://www.abc.net.au/news/2012-01-11/deadly-enrolment-stampede-at-s-african-uni/3767250\" target=\"_blank\">trying register for a limited number of openings\u003c/a>. Thousands had camped out overnight hoping to snag one of the few available places and when the gates opened, there was a stampede.\u003c/p>\n\u003cp>Koller hopes that in the future, technology will help prevent these kinds of tragedies.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"color: #ff9900\">TRYING 'BOLD NEW THINGS'\u003c/span>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Over the past six months, Thrun has spent roughly $200,000 of his own money and lined up venture capital to create \u003ca href=\"http://www.udacity.com/\" target=\"_blank\">Udacity\u003c/a>, a new online institution of higher learning independent of Stanford. \"We are committed to free online education for everybody.\"\u003c/p>\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=WgNCrWB3JNE&feature=player_embedded\">Udacity announced\u003c/a> two classes last week. One will teach students to build their own search engine and the other how to program a self-driving car. Eventually, the founders hope to offer a full slate of classes in computer science.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Thrun says Stanford's mission is to attract the top 1 percent of students from all over in the world and bring them to campus, but Udacity's mission is different. He's striving for free, quality education for all, anywhere.\u003c/p>\n\u003ch5>\u003cem>This story was \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2012/01/23/145645472/stanford-takes-online-schooling-to-the-next-academic-level\">posted on NPR.\u003c/a>\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18674\" class=\"wp-caption left\" style=\"max-width: 303px\">\u003cimg class=\"size-full wp-image-18674\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-28-at-12.22.59-PM.png\" alt=\"\" width=\"303\" height=\"277\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Steve Henn\u003c/strong>\u003c/h5>\n\u003cp>Last year, Stanford University computer science professor Sebastian Thrun — also known as the fellow who helped build Google's \u003ca href=\"http://www.npr.org/blogs/thetwo-way/2010/10/12/130510958/google-robot-cars-again-with-the-skynet-people\" target=\"_blank\">self-driving car\u003c/a> — got together with a small group of Stanford colleagues and they impulsively decided to open their classes to the world.\u003c/p>\n\u003cp>They would allow anyone, anywhere to attend online, take quizzes, ask questions and even get grades \u003cem>for free\u003c/em>. They made the announcement with almost no fanfare by sending out a single email to a professional group.\u003c/p>\n\u003cp>\"Within hours, we had 5,000 students signed up,\" Thrun says. \"That was on a Saturday morning. On Sunday night, we had 10,000 students. And Monday morning, Stanford — who we didn't really inform — learned about this and we had a number of meetings.\"\u003c/p>\n\u003cp>You can only imagine what those meetings must have been like, with professors telling the school they wanted to teach free, graded online classes for which students could receive a certificate of completion. And, oh by the way, tens of thousands have already signed up to participate.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think the impact will be large and it will be widespread.\"\u003c/aside>\n\u003cp>For decades, technology has promised to remake education — and it may finally be about to deliver. \u003ca href=\"http://www.npr.org/2012/01/19/145457942/apple-pushes-to-put-textbooks-on-ipads\" target=\"_blank\">Apple's moving\u003c/a> into the textbook market, startups and nonprofits are re-imaging what K-12 education could look like, and now some in Silicon Valley are eager for technology and the Internet to transform education's more elite institutions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thrun's colleague Andrew Ng taught a free, \u003ca href=\"http://www.ml-class.org/course/auth/welcome\" target=\"_blank\">online machine learning class\u003c/a> that ultimately attracted more than 100,000 students. When I ask Ng how Stanford's administration reacted to their \u003c!--more-->proposition, he's silent for a second. \"Oh boy,\" he says, \"I think there was a strong sense that we were all suddenly in a brave new world.\"\u003c/p>\n\u003cp>Ng says there were long conversations about whether or not to give online students a certificate bearing the university's name. But Stanford balked and ultimately the school settled on giving students a letter of accomplishment from the professors that did not mention the university's name.\u003c/p>\n\u003cp>\"We are still having conversations about that,\" says James Plummer, dean of Stanford's School of Engineering. \"I think it will actually be a long time — maybe never — when actual Stanford degrees would be given for fully online work by anyone who wishes to register for the courses.\"\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"color: #ff9900\">UNCHARTED TERRITORY\u003c/span>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Thrun's online \u003ca href=\"https://www.ai-class.com/\" target=\"_blank\">class on artificial intelligence\u003c/a> or A.I., which he co-taught with Google's Peter Norvig, eventually drew more than 160,000 students who received detailed grades and a class ranking.\u003c/p>\n\u003cp>\"We reached many more students, Peter and I, with this one class than all other A.I. professors combined reached in the last year,\" Thrun says.\u003c/p>\n\u003cp>Thrun believes a class that size creates a valuable credential — even if Stanford doesn't recognize it. Students hailed from 190 different countries, including Australia, China, Ukraine and the U.S. They included high school students, women with disabilities, teachers and retirees — and they were all taking the same class Stanford students took, grades and all. But the online participants didn't get credit.\u003c/p>\n\u003cp>\"I think we all realized we were in uncharted territory,\" Thrun says. \"As we move forward, it is my real goal to invent an education platform that has high quality to it, [that] prevents cheating, that really enables students to go through it to be empowered to find better jobs.\"\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"color: #ff9900\">WIDESPREAD IMPACT\u003c/span>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Stanford does award degrees for online work, but only to students who get through the admissions process and pay sometimes $40,000 or $50,000 for a master's degree. Technology could push prices down.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"We are committed to free online education for everybody.\"\u003c/aside>\n\u003cp>Dean Plummer believes low-cost, high-quality online education will have a profound impact in high education, even at institutions as august as Stanford. He doesn't think it will diminish demand for undergraduate degrees or Ph.D.s, but he says the impact on master's programs could be profound.\u003c/p>\n\u003cp>\"What it will look like in 10 years or 20 years or 30 years — your guess is as good as mine,\" he says. \"But I think the impact will be large and it will be widespread.\"\u003c/p>\n\u003cp>Online education and distance learning have been going on at Stanford and other schools for years, but Plummer believes the technology has reached an inflection point.\u003c/p>\n\u003cp>Videos stored online let students build course work into their schedules anywhere in the world. Embedded quizzes let students monitor their own progress and give professors much richer data to improve their teaching.\u003c/p>\n\u003cp>Ng noticed that 5,000 students made the identical mistake in an online quiz. Within minutes, teachers were able to respond and clarify the issue that had led a large fraction of the class down a dead-end path.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"color: #ff9900\">GLOBAL BENEFITS\u003c/span>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Daphne Koller is a computer science professor at Stanford, and a MacArthur \"Genius\" Fellow. She has been working for years to make online education more engaging and interactive.\u003c/p>\n\u003cp>\"On the long term, I think the potential for this to revolutionize education is just tremendous,\" Koller says. \"There are millions of people around the world that have access only to the poorest quality of education or sometimes nothing at all.\"\u003c/p>\n\u003cp>Technology could change that by making it possible to teach classes with 100,000 students as easily and as cheaply as a class with just 100. And if you look around the world, demand for education in places like South Africa is enormous.\u003c/p>\n\u003cp>Almost two weeks ago, at the University of Johannesburg, more than 20 people were injured and one woman was killed \u003ca href=\"http://www.abc.net.au/news/2012-01-11/deadly-enrolment-stampede-at-s-african-uni/3767250\" target=\"_blank\">trying register for a limited number of openings\u003c/a>. Thousands had camped out overnight hoping to snag one of the few available places and when the gates opened, there was a stampede.\u003c/p>\n\u003cp>Koller hopes that in the future, technology will help prevent these kinds of tragedies.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"color: #ff9900\">TRYING 'BOLD NEW THINGS'\u003c/span>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Over the past six months, Thrun has spent roughly $200,000 of his own money and lined up venture capital to create \u003ca href=\"http://www.udacity.com/\" target=\"_blank\">Udacity\u003c/a>, a new online institution of higher learning independent of Stanford. \"We are committed to free online education for everybody.\"\u003c/p>\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=WgNCrWB3JNE&feature=player_embedded\">Udacity announced\u003c/a> two classes last week. One will teach students to build their own search engine and the other how to program a self-driving car. Eventually, the founders hope to offer a full slate of classes in computer science.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thrun says Stanford's mission is to attract the top 1 percent of students from all over in the world and bring them to campus, but Udacity's mission is different. He's striving for free, quality education for all, anywhere.\u003c/p>\n\u003ch5>\u003cem>This story was \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2012/01/23/145645472/stanford-takes-online-schooling-to-the-next-academic-level\">posted on NPR.\u003c/a>\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Embrace the Wild, Wild Web",
"title": "How to Embrace the Wild, Wild Web",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/24258698@N04/2616485572/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-18606\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/medium2616485572_481e92d4ec.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/medium2616485572_481e92d4ec.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/medium2616485572_481e92d4ec-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/medium2616485572_481e92d4ec-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Andronicusmax\u003c/p>\n\u003c/div>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">There are more than a trillion Web pages on the Internet. This incredible abundance of information and the ease with which it can be searched sometimes fails to counteract the confusing chorus of anonymous sources.\u003c/p>\n\u003cp>In his new book \u003ca href=\"http://www.toobigtoknow.com/\">\u003cem>Too Big to Know\u003c/em>\u003c/a>, Harvard researcher David Weinberger articulates this ambivalence while celebrating the Internet’s ability to change the way we come to know things. “We are in a crisis of knowledge,” he writes, “at the same time that we are in an epochal exaltation of knowledge.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">Society is evolving towards a system of knowledge that values uncertainty, freedom, and sheer volume.\u003c/aside>\n\u003cp>Weinberger argues that society is evolving towards a system of knowledge that values uncertainty, freedom, and sheer volume, where knowledge is “the property of the network rather than that of individuals who know things.” (This process becomes more apparent as more data \u003c!--more-->are sent to virtual “clouds” for storage.)\u003c/p>\n\u003cp>In his interview with Michael Krasny on KQED's Forum, Weinberger’s book lays out a few helpful principles to help people navigate this new Net-based knowledge system.\u003c/p>\n\u003cp>\u003cspan style=\"color: #f9a800\">\u003cstrong>EMBRACE THE INTERNET \"OPEN ECOLOGY”: \u003c/strong>\u003c/span>Weinberger admits that there is a lot of “crap” on the Internet, but there is also a wealth of previously closed-off information. Scientific papers, newspaper archives, historical documents, and an infinitude of videos and audio recordings, make academic research breathtakingly simple. Skillful navigation of these sources enhances critical thinking and allows researchers and students to make more sense of their world faster.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"color: #f9a800\">\u003cstrong>DEVELOP A FILTER: \u003c/strong>\u003c/span>As Weinberger says, the Internet’s ethos is to “include everything and filter afterwards.” Discerning searchers must use their own filters to gauge the veracity of what they find on the Net. In this way, Weinberger argues, the Internet is not the medium; the users are. He says all information should always be questioned, whether it comes from \u003cem>The New York Times\u003c/em> or TMZ.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-embrace-the-wild-wild-web/cover/\" rel=\"attachment wp-att-18602\">\u003cimg class=\"alignright size-medium wp-image-18602\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/cover-300x455.png\" alt=\"\" width=\"144\" height=\"219\">\u003c/a>\u003cspan style=\"color: #f9a800\">\u003cstrong>FOLLOW THE LINKS: \u003c/strong>\u003c/span>In a Net-based system of knowledge, there are no “stops” as there were in previous eras when institutions—like publishing companies and universities—served as clearinghouses of knowledge. Now, knowledge is infinitely linked and consumers can pick which avenues to explore on their own. Weinberger says links and aggregated data on the Net create a new kind of credibility. Trending articles on Facebook or highly rated users on Amazon carry an air of legitimacy that would have been impossible to achieve in times when knowledge was centralized.\u003c/p>\n\u003cp>\u003cspan style=\"color: #f9a800\">\u003cstrong>SEEK OUT DIFFERENCES: \u003c/strong>\u003c/span>Weinberger argues that the Net has the potential to deconstruct the “echo chamber” of knowledge, but only if consumers consciously seek knowledge sources that differ from their cherished beliefs. In this way, he says the Internet can “make us smarter” by exposing us to unfamiliar topics or allowing us to see things from a viewpoint totally opposite our own.\u003cbr>\nListen to the fascinating interview with Weingerber on \u003ca href=\"http://www.kqed.org/a/forum/R201201191000\">KQED's Forum\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Also read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/cracking-the-code-to-the-best-google-search/\">12 Ways to Be More Search Savvy\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "Flickr: Andronicusmax By Kyle Palmer There are more than a trillion Web pages on the Internet. This incredible abundance of information and the ease with which it can be searched sometimes fails to counteract the confusing chorus of anonymous sources. In his new book Too Big to Know, Harvard researcher David Weinberger articulates this ambivalence",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/24258698@N04/2616485572/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-18606\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/medium2616485572_481e92d4ec.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/medium2616485572_481e92d4ec.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/medium2616485572_481e92d4ec-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/medium2616485572_481e92d4ec-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Andronicusmax\u003c/p>\n\u003c/div>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">There are more than a trillion Web pages on the Internet. This incredible abundance of information and the ease with which it can be searched sometimes fails to counteract the confusing chorus of anonymous sources.\u003c/p>\n\u003cp>In his new book \u003ca href=\"http://www.toobigtoknow.com/\">\u003cem>Too Big to Know\u003c/em>\u003c/a>, Harvard researcher David Weinberger articulates this ambivalence while celebrating the Internet’s ability to change the way we come to know things. “We are in a crisis of knowledge,” he writes, “at the same time that we are in an epochal exaltation of knowledge.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">Society is evolving towards a system of knowledge that values uncertainty, freedom, and sheer volume.\u003c/aside>\n\u003cp>Weinberger argues that society is evolving towards a system of knowledge that values uncertainty, freedom, and sheer volume, where knowledge is “the property of the network rather than that of individuals who know things.” (This process becomes more apparent as more data \u003c!--more-->are sent to virtual “clouds” for storage.)\u003c/p>\n\u003cp>In his interview with Michael Krasny on KQED's Forum, Weinberger’s book lays out a few helpful principles to help people navigate this new Net-based knowledge system.\u003c/p>\n\u003cp>\u003cspan style=\"color: #f9a800\">\u003cstrong>EMBRACE THE INTERNET \"OPEN ECOLOGY”: \u003c/strong>\u003c/span>Weinberger admits that there is a lot of “crap” on the Internet, but there is also a wealth of previously closed-off information. Scientific papers, newspaper archives, historical documents, and an infinitude of videos and audio recordings, make academic research breathtakingly simple. Skillful navigation of these sources enhances critical thinking and allows researchers and students to make more sense of their world faster.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #f9a800\">\u003cstrong>DEVELOP A FILTER: \u003c/strong>\u003c/span>As Weinberger says, the Internet’s ethos is to “include everything and filter afterwards.” Discerning searchers must use their own filters to gauge the veracity of what they find on the Net. In this way, Weinberger argues, the Internet is not the medium; the users are. He says all information should always be questioned, whether it comes from \u003cem>The New York Times\u003c/em> or TMZ.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-embrace-the-wild-wild-web/cover/\" rel=\"attachment wp-att-18602\">\u003cimg class=\"alignright size-medium wp-image-18602\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/cover-300x455.png\" alt=\"\" width=\"144\" height=\"219\">\u003c/a>\u003cspan style=\"color: #f9a800\">\u003cstrong>FOLLOW THE LINKS: \u003c/strong>\u003c/span>In a Net-based system of knowledge, there are no “stops” as there were in previous eras when institutions—like publishing companies and universities—served as clearinghouses of knowledge. Now, knowledge is infinitely linked and consumers can pick which avenues to explore on their own. Weinberger says links and aggregated data on the Net create a new kind of credibility. Trending articles on Facebook or highly rated users on Amazon carry an air of legitimacy that would have been impossible to achieve in times when knowledge was centralized.\u003c/p>\n\u003cp>\u003cspan style=\"color: #f9a800\">\u003cstrong>SEEK OUT DIFFERENCES: \u003c/strong>\u003c/span>Weinberger argues that the Net has the potential to deconstruct the “echo chamber” of knowledge, but only if consumers consciously seek knowledge sources that differ from their cherished beliefs. In this way, he says the Internet can “make us smarter” by exposing us to unfamiliar topics or allowing us to see things from a viewpoint totally opposite our own.\u003cbr>\nListen to the fascinating interview with Weingerber on \u003ca href=\"http://www.kqed.org/a/forum/R201201191000\">KQED's Forum\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Also read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/cracking-the-code-to-the-best-google-search/\">12 Ways to Be More Search Savvy\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_18482\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/study-shows-algebra-ipad-app-improves-scores-in-one-school/11_1-21_ipad_algebra_0238-5/\" rel=\"attachment wp-att-18482\">\u003cimg class=\"size-medium wp-image-18482\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/11_1.21_Ipad_Algebra_0238-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Presidio Middle School use the HMH iPad algebra app.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As Apple \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/\">pushes out its new education products,\u003c/a> new information about whether using the iPad gives students an advantage over using print books is starting to surface.\u003c/p>\n\u003cp>Results from Houghton Mifflin Harcourt's\u003ca href=\"http://www.hmheducation.com/fuse/pilot-1.php\"> year-long study\u003c/a> comparing students using the publisher's iPad algebra app are in from Amelia Earhart school in Riverside, Calif., and it's largely positive, according to the company.\u003c/p>\n\u003cp>The study showed that 78 percent of students who used the HMH algebra iPad app scored \"proficient\" or \"advanced\" on the California Standards Test, compared to 59 percent of students who used the textbook version. \"As students were randomly assigFuse, the results indicated that use of the app was the chief cause behind the improvement in student test scores,\" the report states.\u003c!--more-->\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.hmheducation.com/fuse/pilot-1.php\">\u003cimg class=\"size-medium wp-image-18480\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-23-at-1.38.28-PM-300x481.png\" alt=\"\" width=\"300\" height=\"481\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">HMH\u003c/p>\n\u003c/div>\n\u003cp>Some of the advantages of the app, according to the report:\u003c/p>\n\u003cul>\n\u003cli>Allowed parents to provide more support to their children: “Parents could watch the videos or review problems with their children to help them if they did not understand.”\u003c/li>\n\u003cli>Students were much more motivated during class and were more interested in the subject.\u003c/li>\n\u003cli>Changes in student learning outside of the classroom. Students reported reading more and trying to work independently outside of class when completing homework. Also, students were coming to class explaining that they had watched the video multiple times at home.\u003c/li>\n\u003c/ul>\n\u003cp>MindShift \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">covered the pilot project \u003c/a>when it first launched last year at the Presidio Middle School in San Francisco.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Algebra teacher Jeanetta Mitchell, who piloted the app in her class, said at the time that there was definitely an adjustment period and different levels of expectations, both on the part of students and administrators.\u003c/p>\n\u003cp>She said that when the pilot first launched, test scores for the class using the iPad were actually lower than those using the traditional textbook.\u003c/p>\n\u003cp>“I had a conversation with the class explaining to them that the iPad was not the panacea of all ills. \u003c!--more-->It wasn’t going to do everything for them, that they still had to think,” she said. “You have to be engaged. It’s not giving you the answers; it’s helping you get the answers.”\u003c/p>\n\u003cp>But even more importantly than scores, Mitchell noticed that some students who’d showed no interest in math in the past are hooked. “I have students who are participating in this class who did not participate in their previous math classes, so it does engage them,” she says. “Is it going to make them all brainiacs and straight A students? No it’s not going to do that. But it will keep them engaged.”\u003c/p>\n\u003cp>\u003cem>\u003cstrong>[UPDATE: Empirical Education was hired by HMH to oversee a comprehensive year-long study that included four school districts. The results reported above are only from Riverside USD's own concurrent research. The results from Empirical Education have yet to be released. See more of an in-depth explanation of the study in the letter to the editor by Denis Newman \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-judge-if-research-is-trustworthy/\">at the end of this article\u003c/a>.\u003c/strong>\u003c/em>]\u003c/p>\n\u003ch5>Read more about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">HMH Fuse Pilot study\u003c/a> here.\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">A Day in the Life of the iPad Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/\">Teaching With the iPad: One Educator's Experience\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-new-tool-in-the-classroom-grabs-the-spotlight/\">A New Tool in the Class Steals the Spotlight\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>\u003cfigure id=\"attachment_18482\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/study-shows-algebra-ipad-app-improves-scores-in-one-school/11_1-21_ipad_algebra_0238-5/\" rel=\"attachment wp-att-18482\">\u003cimg class=\"size-medium wp-image-18482\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/11_1.21_Ipad_Algebra_0238-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Presidio Middle School use the HMH iPad algebra app.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As Apple \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/\">pushes out its new education products,\u003c/a> new information about whether using the iPad gives students an advantage over using print books is starting to surface.\u003c/p>\n\u003cp>Results from Houghton Mifflin Harcourt's\u003ca href=\"http://www.hmheducation.com/fuse/pilot-1.php\"> year-long study\u003c/a> comparing students using the publisher's iPad algebra app are in from Amelia Earhart school in Riverside, Calif., and it's largely positive, according to the company.\u003c/p>\n\u003cp>The study showed that 78 percent of students who used the HMH algebra iPad app scored \"proficient\" or \"advanced\" on the California Standards Test, compared to 59 percent of students who used the textbook version. \"As students were randomly assigFuse, the results indicated that use of the app was the chief cause behind the improvement in student test scores,\" the report states.\u003c!--more-->\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.hmheducation.com/fuse/pilot-1.php\">\u003cimg class=\"size-medium wp-image-18480\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-23-at-1.38.28-PM-300x481.png\" alt=\"\" width=\"300\" height=\"481\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">HMH\u003c/p>\n\u003c/div>\n\u003cp>Some of the advantages of the app, according to the report:\u003c/p>\n\u003cul>\n\u003cli>Allowed parents to provide more support to their children: “Parents could watch the videos or review problems with their children to help them if they did not understand.”\u003c/li>\n\u003cli>Students were much more motivated during class and were more interested in the subject.\u003c/li>\n\u003cli>Changes in student learning outside of the classroom. Students reported reading more and trying to work independently outside of class when completing homework. Also, students were coming to class explaining that they had watched the video multiple times at home.\u003c/li>\n\u003c/ul>\n\u003cp>MindShift \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">covered the pilot project \u003c/a>when it first launched last year at the Presidio Middle School in San Francisco.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Algebra teacher Jeanetta Mitchell, who piloted the app in her class, said at the time that there was definitely an adjustment period and different levels of expectations, both on the part of students and administrators.\u003c/p>\n\u003cp>She said that when the pilot first launched, test scores for the class using the iPad were actually lower than those using the traditional textbook.\u003c/p>\n\u003cp>“I had a conversation with the class explaining to them that the iPad was not the panacea of all ills. \u003c!--more-->It wasn’t going to do everything for them, that they still had to think,” she said. “You have to be engaged. It’s not giving you the answers; it’s helping you get the answers.”\u003c/p>\n\u003cp>But even more importantly than scores, Mitchell noticed that some students who’d showed no interest in math in the past are hooked. “I have students who are participating in this class who did not participate in their previous math classes, so it does engage them,” she says. “Is it going to make them all brainiacs and straight A students? No it’s not going to do that. But it will keep them engaged.”\u003c/p>\n\u003cp>\u003cem>\u003cstrong>[UPDATE: Empirical Education was hired by HMH to oversee a comprehensive year-long study that included four school districts. The results reported above are only from Riverside USD's own concurrent research. The results from Empirical Education have yet to be released. See more of an in-depth explanation of the study in the letter to the editor by Denis Newman \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-judge-if-research-is-trustworthy/\">at the end of this article\u003c/a>.\u003c/strong>\u003c/em>]\u003c/p>\n\u003ch5>Read more about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">HMH Fuse Pilot study\u003c/a> here.\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">A Day in the Life of the iPad Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/\">Teaching With the iPad: One Educator's Experience\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-new-tool-in-the-classroom-grabs-the-spotlight/\">A New Tool in the Class Steals the Spotlight\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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"disqusTitle": "Is It Ever Too Late to Learn Music?",
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"content": "\u003cfigure id=\"attachment_18403\" class=\"wp-caption center\" style=\"max-width: 612px\">\u003ca href=\"http://www.flickr.com/photos/xlibber/5523382527/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-18403\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/5523382527_07918d32ab_z.jpg\" alt=\"\" width=\"612\" height=\"379\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/5523382527_07918d32ab_z.jpg 612w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/5523382527_07918d32ab_z-400x248.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/5523382527_07918d32ab_z-320x198.jpg 320w\" sizes=\"(max-width: 612px) 100vw, 612px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By NPR Staff\u003c/h5>\n\u003cp class=\"dropcap\">They say you can't teach an old dog new tricks. But can you teach an old guitarist new licks? How about an old nonguitarist — not even a musician?\u003c/p>\n\u003cp>Gary Marcus isn't that old. He's actually in his early 40s, and he's a professor of psychology at NYU and an expert on cognitive development. Marcus decided to pick up the guitar to study musical learning, using himself as a guinea pig. His new book, \u003cem>Guitar Zero: The New Musician and the Science of Learning\u003c/em>, documents that process. The title is an obvious homage to the video game Guitar Hero; Marcus says playing the game was what spurred him on to try playing music for real.\u003c/p>\n\u003ch4>\u003cspan style=\"color: #ff6600\">\u003cem>\"Although it's definitely easier to learn some things when you're a kid, it's not the case that you just absolutely lose the ability later in life.\"\u003c/em>\u003c/span>\u003c/h4>\n\u003cp>\"I had a little bit of free time because I was actually on sabbatical,\" he tells NPR's Rachel Martin. \"I was like, 'This is the moment. I'm really going to try now. I'm really going to commit myself.'\"\u003c/p>\n\u003cp>Marcus studied language acquisition in graduate school. He says that for a long time, there was a generally accepted theory of \"critical periods\": the idea that if you don't learn a language early in life, you'll never be able to master it.\u003c/p>\n\u003cp>\"We used to believe that that was the case — that if you didn't learn by the time you were 16, you'd never become fluent,\" Marcus says. \"What we know now is that some adults actually do become fluent. And although it's definitely easier to learn some things when you're a kid, it's not \u003c!--more-->the case that you just absolutely lose the ability later in life. There's more of a gradual decline, but it is still possible.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Marcus says he wasn't born with any sort of innate musicality, but that simply being an intelligent adult allows him to learn things about how music works that wouldn't be as accessible to a child (reading about music theory, for example). He admits, though, that the mechanics of the guitar presented some challenges to his grown-up brain.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/is-it-ever-too-late-to-learn-music/9781594203176_custom/\" rel=\"attachment wp-att-18406\">\u003cimg class=\"alignright size-full wp-image-18406\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/9781594203176_custom.jpg\" alt=\"\" width=\"218\" height=\"329\">\u003c/a>\"If you look at a piano, the notes are laid out in a very systematic way. You can always very easily find the C in whichever octave you're in. You can find the D the next note over, skipping a black note. It's very systematic,\" Marcus explains. \"On a guitar, there's nothing that kind of highlights first of all what the natural notes are — the Cs, the Ds, as opposed to the C sharps and the D sharps. And then every string sets things up differently. We have a kind of memory that makes similar things hard to remember. So like, if you park in the same lot every day, your memories of that blur together and at the end of the day you can't remember exactly where you parked because you're confused with where you parked on other days.\"\u003c/p>\n\u003cp>The most profound lesson in how children and adults differ when learning music, Marcus says, came when he actually signed himself up for band camp. He traveled to his hometown of Baltimore and enrolled in a program called Day Jams, in which the participants — mostly children — have five days to put a song together and perform for a live audience. Marcus says his 11-year-old peers had an unlikely weapon on their side: patience.\u003c/p>\n\u003cp>\"I think that kids have a lot more patience to do the same thing over and over again until they get it right. I think adults often push themselves to get the whole song on the first day,\" Marcus says. \"Adults, they've heard the recordings many times, and they don't cut themselves the slack to take things incrementally. So I think there's a difference in strategy.\"\u003c/p>\n\u003cp>Some skills, like perfect pitch, do need to be learned early in life in order to sink in, Marcus says. But he maintains there is hope for nonmusical adults who would like to pick up an instrument — as long as they're willing to swallow their pride and practice hard.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"A lot of people just do what they're good at. They don't focus on what they're bad at,\" Marcus says. \"In my case, I really had to focus on the rhythm. If I had just done what I was good at, I would still sound terrible. Now I don't quite sound terrible, and that's because I focused so much on that. So don't expect overnight success; try to enjoy each incremental bit of progress that you make.\"\u003c/p>\n\u003ch5>\u003ca href=\"http://www.npr.org/2012/01/22/145461770/a-guitar-zero-finds-its-not-too-late-to-learn-music\">This story \u003c/a>originally aired on NPR.\u003c/h5>\n\n",
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"description": "By NPR Staff They say you can't teach an old dog new tricks. But can you teach an old guitarist new licks? How about an old nonguitarist — not even a musician? Gary Marcus isn't that old. He's actually in his early 40s, and he's a professor of psychology at NYU and an expert on",
"title": "Is It Ever Too Late to Learn Music? | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18403\" class=\"wp-caption center\" style=\"max-width: 612px\">\u003ca href=\"http://www.flickr.com/photos/xlibber/5523382527/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-18403\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/5523382527_07918d32ab_z.jpg\" alt=\"\" width=\"612\" height=\"379\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/5523382527_07918d32ab_z.jpg 612w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/5523382527_07918d32ab_z-400x248.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/5523382527_07918d32ab_z-320x198.jpg 320w\" sizes=\"(max-width: 612px) 100vw, 612px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By NPR Staff\u003c/h5>\n\u003cp class=\"dropcap\">They say you can't teach an old dog new tricks. But can you teach an old guitarist new licks? How about an old nonguitarist — not even a musician?\u003c/p>\n\u003cp>Gary Marcus isn't that old. He's actually in his early 40s, and he's a professor of psychology at NYU and an expert on cognitive development. Marcus decided to pick up the guitar to study musical learning, using himself as a guinea pig. His new book, \u003cem>Guitar Zero: The New Musician and the Science of Learning\u003c/em>, documents that process. The title is an obvious homage to the video game Guitar Hero; Marcus says playing the game was what spurred him on to try playing music for real.\u003c/p>\n\u003ch4>\u003cspan style=\"color: #ff6600\">\u003cem>\"Although it's definitely easier to learn some things when you're a kid, it's not the case that you just absolutely lose the ability later in life.\"\u003c/em>\u003c/span>\u003c/h4>\n\u003cp>\"I had a little bit of free time because I was actually on sabbatical,\" he tells NPR's Rachel Martin. \"I was like, 'This is the moment. I'm really going to try now. I'm really going to commit myself.'\"\u003c/p>\n\u003cp>Marcus studied language acquisition in graduate school. He says that for a long time, there was a generally accepted theory of \"critical periods\": the idea that if you don't learn a language early in life, you'll never be able to master it.\u003c/p>\n\u003cp>\"We used to believe that that was the case — that if you didn't learn by the time you were 16, you'd never become fluent,\" Marcus says. \"What we know now is that some adults actually do become fluent. And although it's definitely easier to learn some things when you're a kid, it's not \u003c!--more-->the case that you just absolutely lose the ability later in life. There's more of a gradual decline, but it is still possible.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Marcus says he wasn't born with any sort of innate musicality, but that simply being an intelligent adult allows him to learn things about how music works that wouldn't be as accessible to a child (reading about music theory, for example). He admits, though, that the mechanics of the guitar presented some challenges to his grown-up brain.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/is-it-ever-too-late-to-learn-music/9781594203176_custom/\" rel=\"attachment wp-att-18406\">\u003cimg class=\"alignright size-full wp-image-18406\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/9781594203176_custom.jpg\" alt=\"\" width=\"218\" height=\"329\">\u003c/a>\"If you look at a piano, the notes are laid out in a very systematic way. You can always very easily find the C in whichever octave you're in. You can find the D the next note over, skipping a black note. It's very systematic,\" Marcus explains. \"On a guitar, there's nothing that kind of highlights first of all what the natural notes are — the Cs, the Ds, as opposed to the C sharps and the D sharps. And then every string sets things up differently. We have a kind of memory that makes similar things hard to remember. So like, if you park in the same lot every day, your memories of that blur together and at the end of the day you can't remember exactly where you parked because you're confused with where you parked on other days.\"\u003c/p>\n\u003cp>The most profound lesson in how children and adults differ when learning music, Marcus says, came when he actually signed himself up for band camp. He traveled to his hometown of Baltimore and enrolled in a program called Day Jams, in which the participants — mostly children — have five days to put a song together and perform for a live audience. Marcus says his 11-year-old peers had an unlikely weapon on their side: patience.\u003c/p>\n\u003cp>\"I think that kids have a lot more patience to do the same thing over and over again until they get it right. I think adults often push themselves to get the whole song on the first day,\" Marcus says. \"Adults, they've heard the recordings many times, and they don't cut themselves the slack to take things incrementally. So I think there's a difference in strategy.\"\u003c/p>\n\u003cp>Some skills, like perfect pitch, do need to be learned early in life in order to sink in, Marcus says. But he maintains there is hope for nonmusical adults who would like to pick up an instrument — as long as they're willing to swallow their pride and practice hard.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"A lot of people just do what they're good at. They don't focus on what they're bad at,\" Marcus says. \"In my case, I really had to focus on the rhythm. If I had just done what I was good at, I would still sound terrible. Now I don't quite sound terrible, and that's because I focused so much on that. So don't expect overnight success; try to enjoy each incremental bit of progress that you make.\"\u003c/p>\n\u003ch5>\u003ca href=\"http://www.npr.org/2012/01/22/145461770/a-guitar-zero-finds-its-not-too-late-to-learn-music\">This story \u003c/a>originally aired on NPR.\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "With Media, Parents and Kids Learn More Together",
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"content": "\u003cfigure id=\"attachment_18368\" class=\"wp-caption center\" style=\"max-width: 612px\">\u003ca href=\"http://www.flickr.com/photos/andrewshell/6255830416/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-18368\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/6255830416_bfb139bf9e_z1.jpg\" alt=\"\" width=\"612\" height=\"404\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/6255830416_bfb139bf9e_z1.jpg 612w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/6255830416_bfb139bf9e_z1-400x264.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/6255830416_bfb139bf9e_z1-320x211.jpg 320w\" sizes=\"(max-width: 612px) 100vw, 612px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kids learn with each other while playing games on the iPad.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Most of what we read about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">kids and screen time\u003c/a> revolves around whether or not it's good for them. But one aspect of media use with kids that's worth examining closer is how co-viewing affects their experience. Whether kids are watching TV, creating digital media, reading, searching, or playing video games with parents, siblings or friends, consuming media becomes a different kind of experience than when it's done alone.\u003c/p>\n\u003cp>Though TV is still the dominant media in most homes, other forms are quickly permeating daily life: video games, apps, and exploring the Internet are woven into most families' activities. The Joan Ganz Cooney Center calls it joint media engagement (JME), and they've just released one of their comprehensive reports, \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-32.html\">The New CoViewing: Designing for Learning Through Joint Media Engagement\u003c/a>, about the phenomenon and its effects. The theory goes that the better we understand how kids use media together, the better designed the media can be, to take the most advantage of how kids work, learn, think, and make things together.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>HOW PARENTS RELATE\u003c/strong>\u003cstrong>\u003c/strong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Perhaps the activity that parents love most to do with their kids -- reading -- has been vastly transformed by digital media. E-books can be read on Web sites, computer software, products like LeapFrog, and of course tablets and e-readers. And depending on whom you ask, e-books (or print books) are the medium of choice for reading together. The typically tech-cautious \u003ca href=\"http://www.nytimes.com/2011/11/21/business/for-their-children-many-e-book-readers-insist-on-paper.html\">New York Times decided that\u003c/a> \"for their children, many e-book fans insist on paper.\"\u003c/p>\n\u003cp>But the Cooney Center's own \"quick study,\" which followed 24 families with kids three- to six-years old reading both print and e-books, showed that most kids preferred reading an e-book to a print book, \u003ca href=\"http://www.digitalbookworld.com/2012/for-reading-and-learning-kids-prefer-e-books-to-print-books/\">according to Digital Book World\u003c/a>. And maybe just as importantly, \"comprehension between the two formats were the same,\" though the enhanced e-readers with all the bells and whistles were distracting to young readers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Still, “If we can encourage kids to engage in books through an iPad, that’s a win already,” \u003ca href=\"http://www.digitalbookworld.com/2012/for-reading-and-learning-kids-prefer-e-books-to-print-books/\">said\u003c/a> the Cooney Center's Carly Shuler.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cspan style=\"color: #ff6600\">Raise your hand if you've discreetly texted your friends or shopped on your mobile phone undercover while watching \"Cars 2\" with your kids.\u003c/span>\u003c/aside>\n\u003cp>Plenty of studies have shown that kids learn more when they're consuming media alongside their parents -- parents typically chime in and explain what's going on or answer questions or share their opinions about what they're seeing, hearing, and doing. In turn, parents can have a better understanding of what their kids are doing and learning and what they're involved with during their kids' media use.\u003c/p>\n\u003cp>And for a lot of parents, this kind of interaction is important.\u003ca href=\"http://eprints.lse.ac.uk/25723/\"> A recent national survey showed\u003c/a> that two-thirds of nearly 1,000 parents of 12- to 17-year-olds said they talked regularly with their kids \u003c!--more-->about their Internet use, and almost half of them participated in their kids' use of computers. And those who did, actively set both social rules -- what's appropriate and what's not -- and filtering software that block sites.\u003c/p>\n\u003cfigure id=\"attachment_18363\" class=\"wp-caption left\" style=\"max-width: 313px\">\u003cimg class=\"size-full wp-image-18363\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-20-at-10.55.53-AM.png\" alt=\"\" width=\"313\" height=\"164\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Lori Takeuchi, who wrote this report for the Cooney Center along with Reed Stevens, said what parents decide to do with their kids is largely based on their own childhood experiences. Those who grew up on the Internet or were young enough when they started using it in their daily lives have less fear about dangers.\u003c/p>\n\u003cp>\"They're comfortable with fewer rules,\" Takeuchi said about the families she studied for the \u003ca href=\"joanganzcooneycenter.org/Reports-29.html\">Families Matter Report\u003c/a> she wrote earlier this year. Older parents, on the other hand, tend to use parental controls more. \"Younger parents are willing to confront media and the unknown with their kids, whereas older parents aren’t.\"\u003c/p>\n\u003cp>The rule of thumb also applies to video games. Parents who grew up playing games themselves tended to play more with their kids than restrict it, \u003ca href=\"http://ejc.sagepub.com/content/22/3/315.abstract\">according to a 2007 study\u003c/a>. And conversely, those who had negative opinions about gaming tended to restrict time spent playing with video games.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>KIDS USING MEDIA TOGETHER\u003c/strong>\u003c/span>\u003cspan style=\"color: #ff6600\">\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Parents aren't the only big influences in a kid's life when it comes to media. Children watching and playing together also affects the experience. For those families who can afford it, an iPod Touch is now as common place a toy as Monopoly used to be for the previous generation. Though some worry, and rightly so, about kids withdrawing from the social lives around them as they launch birds or slash fruit on their iPod Touches, observing two kids with their own device in the same room reveals something different -- at least in my experience. Kids talk each other through their challenges, helping each other master levels, offering tips, cheering each other on. It's a form of parallel play, in a way.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cspan style=\"color: #ff6600\">\"Younger parents are willing to confront media and the unknown with their kids, whereas older parents aren’t.\"\u003c/span>\u003c/aside>\n\u003cp>The same goes for video games. \u003ca href=\"http://ejc.sagepub.com/content/22/3/315.abstract\">A report about parents' interest in video games\u003c/a> shows that kids end up learning a lot from each other and become empowered through sharing. “Collaborative interactions around video game play are good learning environments [in] that ‘in-room’ interaction provides opportunities for sociality, joint projects, and empowerment through sharing one’s knowledge and seeing it used for concrete success by others,” write the authors of the study.\u003c/p>\n\u003cp>And when it comes to TV, kids who watch together respond to prompts (from Elmo or Dora the Explorer, for example), than those watching alone. Kids also imitate each others' responses and coordinate their actions to respond at the same time. They elaborate on each others' responses and talk to each other about what's going on.\u003c/p>\n\u003cp>Another great example of this was found with research from the \u003ca href=\"http://dmlcentral.net/projects/3684\">Digital Youth Project\u003c/a>, where authors of the Macarthur Foundation study found that kids hanging out with each other, watching movies or TV, playing videos together or listening to music, were more actively participating in what they were doing. They talked about what they were watching or playing, they worked together on modifying video games, and creating digital media.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>CHALLENGES AND POSSIBLE SOLUTIONS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Ideally, of course, parents could participate in all their kids' media use. But let's face it, even if they had the time, for the most part, parents and kids don't necessarily enjoy the same media. (Raise your hand if you've discreetly texted your friends or shopped on your mobile phone undercover while watching \"Cars 2\" with your kids.)\u003c/p>\n\u003cp>Other challenges: Parents don't always know what kids need to learn and how to help them find it. And if the TV or computer isn't in a common room, parents don't know what kids are up to.\u003c/p>\n\u003cfigure id=\"attachment_18362\" class=\"wp-caption left\" style=\"max-width: 282px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/with-media-parents-and-kids-learn-more-together/screen-shot-2012-01-20-at-10-56-04-am/\" rel=\"attachment wp-att-18362\">\u003cimg class=\"size-full wp-image-18362\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-20-at-10.56.04-AM.png\" alt=\"\" width=\"282\" height=\"167\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The Cooney Center has an idea to solve this -- at least in the home: Design a product that allows parents to monitor and participate what kids are doing from a remote location so they can still be part of the media experience.\u003cbr>\n\"Wouldn’t it be great if there was a device that recorded what kids are watching on TV?\" Takeuchi said. \"There should be tools that help parents better know, so they can have conversations about what their kids have been up to.\"\u003c/p>\n\u003cp>Parents can also use Web control tools not just to block what they think might be dangerous Web sites, but also to learn what their kids are doing online. \"In a lot of cases, parents don't know what their kids are doing, for better or for worse. These are kids who are doing things behind closed doors that are great,\" Takeuchi said. \"They're learning how to program or build Web sites, and if parents have the control setting, they can find out what their kids are interested in, and can even help them.\"\u003c/p>\n\u003cp>Parents can also acquiesce to letting their kids guide them through the activity they're interested in. The learning relationship between parent and child that goes in both directions can be powerful for both.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>There are lots of other great recommendations in \"The New Co-Viewing Report\": Build tools and experiences that revolve around a child’s existing interests, not just prescribed topics; keep everyone engaged by offering content that suitably entertains and sufficiently challenges; provide guidance for the more capable partner in ways that don’t require a lot of prior prep or extra time, actions that can help ensure that the intended benefits of the resource are realized.\u003c/p>\n\u003ch5>\u003cem>UPDATE: The Cooney Center is still in the process of collecting data for the e-book study mentioned in the article. Results reported thus far are preliminary.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18368\" class=\"wp-caption center\" style=\"max-width: 612px\">\u003ca href=\"http://www.flickr.com/photos/andrewshell/6255830416/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-18368\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/6255830416_bfb139bf9e_z1.jpg\" alt=\"\" width=\"612\" height=\"404\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/6255830416_bfb139bf9e_z1.jpg 612w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/6255830416_bfb139bf9e_z1-400x264.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/6255830416_bfb139bf9e_z1-320x211.jpg 320w\" sizes=\"(max-width: 612px) 100vw, 612px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kids learn with each other while playing games on the iPad.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Most of what we read about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">kids and screen time\u003c/a> revolves around whether or not it's good for them. But one aspect of media use with kids that's worth examining closer is how co-viewing affects their experience. Whether kids are watching TV, creating digital media, reading, searching, or playing video games with parents, siblings or friends, consuming media becomes a different kind of experience than when it's done alone.\u003c/p>\n\u003cp>Though TV is still the dominant media in most homes, other forms are quickly permeating daily life: video games, apps, and exploring the Internet are woven into most families' activities. The Joan Ganz Cooney Center calls it joint media engagement (JME), and they've just released one of their comprehensive reports, \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-32.html\">The New CoViewing: Designing for Learning Through Joint Media Engagement\u003c/a>, about the phenomenon and its effects. The theory goes that the better we understand how kids use media together, the better designed the media can be, to take the most advantage of how kids work, learn, think, and make things together.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>HOW PARENTS RELATE\u003c/strong>\u003cstrong>\u003c/strong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Perhaps the activity that parents love most to do with their kids -- reading -- has been vastly transformed by digital media. E-books can be read on Web sites, computer software, products like LeapFrog, and of course tablets and e-readers. And depending on whom you ask, e-books (or print books) are the medium of choice for reading together. The typically tech-cautious \u003ca href=\"http://www.nytimes.com/2011/11/21/business/for-their-children-many-e-book-readers-insist-on-paper.html\">New York Times decided that\u003c/a> \"for their children, many e-book fans insist on paper.\"\u003c/p>\n\u003cp>But the Cooney Center's own \"quick study,\" which followed 24 families with kids three- to six-years old reading both print and e-books, showed that most kids preferred reading an e-book to a print book, \u003ca href=\"http://www.digitalbookworld.com/2012/for-reading-and-learning-kids-prefer-e-books-to-print-books/\">according to Digital Book World\u003c/a>. And maybe just as importantly, \"comprehension between the two formats were the same,\" though the enhanced e-readers with all the bells and whistles were distracting to young readers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Still, “If we can encourage kids to engage in books through an iPad, that’s a win already,” \u003ca href=\"http://www.digitalbookworld.com/2012/for-reading-and-learning-kids-prefer-e-books-to-print-books/\">said\u003c/a> the Cooney Center's Carly Shuler.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cspan style=\"color: #ff6600\">Raise your hand if you've discreetly texted your friends or shopped on your mobile phone undercover while watching \"Cars 2\" with your kids.\u003c/span>\u003c/aside>\n\u003cp>Plenty of studies have shown that kids learn more when they're consuming media alongside their parents -- parents typically chime in and explain what's going on or answer questions or share their opinions about what they're seeing, hearing, and doing. In turn, parents can have a better understanding of what their kids are doing and learning and what they're involved with during their kids' media use.\u003c/p>\n\u003cp>And for a lot of parents, this kind of interaction is important.\u003ca href=\"http://eprints.lse.ac.uk/25723/\"> A recent national survey showed\u003c/a> that two-thirds of nearly 1,000 parents of 12- to 17-year-olds said they talked regularly with their kids \u003c!--more-->about their Internet use, and almost half of them participated in their kids' use of computers. And those who did, actively set both social rules -- what's appropriate and what's not -- and filtering software that block sites.\u003c/p>\n\u003cfigure id=\"attachment_18363\" class=\"wp-caption left\" style=\"max-width: 313px\">\u003cimg class=\"size-full wp-image-18363\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-20-at-10.55.53-AM.png\" alt=\"\" width=\"313\" height=\"164\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Lori Takeuchi, who wrote this report for the Cooney Center along with Reed Stevens, said what parents decide to do with their kids is largely based on their own childhood experiences. Those who grew up on the Internet or were young enough when they started using it in their daily lives have less fear about dangers.\u003c/p>\n\u003cp>\"They're comfortable with fewer rules,\" Takeuchi said about the families she studied for the \u003ca href=\"joanganzcooneycenter.org/Reports-29.html\">Families Matter Report\u003c/a> she wrote earlier this year. Older parents, on the other hand, tend to use parental controls more. \"Younger parents are willing to confront media and the unknown with their kids, whereas older parents aren’t.\"\u003c/p>\n\u003cp>The rule of thumb also applies to video games. Parents who grew up playing games themselves tended to play more with their kids than restrict it, \u003ca href=\"http://ejc.sagepub.com/content/22/3/315.abstract\">according to a 2007 study\u003c/a>. And conversely, those who had negative opinions about gaming tended to restrict time spent playing with video games.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>KIDS USING MEDIA TOGETHER\u003c/strong>\u003c/span>\u003cspan style=\"color: #ff6600\">\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Parents aren't the only big influences in a kid's life when it comes to media. Children watching and playing together also affects the experience. For those families who can afford it, an iPod Touch is now as common place a toy as Monopoly used to be for the previous generation. Though some worry, and rightly so, about kids withdrawing from the social lives around them as they launch birds or slash fruit on their iPod Touches, observing two kids with their own device in the same room reveals something different -- at least in my experience. Kids talk each other through their challenges, helping each other master levels, offering tips, cheering each other on. It's a form of parallel play, in a way.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cspan style=\"color: #ff6600\">\"Younger parents are willing to confront media and the unknown with their kids, whereas older parents aren’t.\"\u003c/span>\u003c/aside>\n\u003cp>The same goes for video games. \u003ca href=\"http://ejc.sagepub.com/content/22/3/315.abstract\">A report about parents' interest in video games\u003c/a> shows that kids end up learning a lot from each other and become empowered through sharing. “Collaborative interactions around video game play are good learning environments [in] that ‘in-room’ interaction provides opportunities for sociality, joint projects, and empowerment through sharing one’s knowledge and seeing it used for concrete success by others,” write the authors of the study.\u003c/p>\n\u003cp>And when it comes to TV, kids who watch together respond to prompts (from Elmo or Dora the Explorer, for example), than those watching alone. Kids also imitate each others' responses and coordinate their actions to respond at the same time. They elaborate on each others' responses and talk to each other about what's going on.\u003c/p>\n\u003cp>Another great example of this was found with research from the \u003ca href=\"http://dmlcentral.net/projects/3684\">Digital Youth Project\u003c/a>, where authors of the Macarthur Foundation study found that kids hanging out with each other, watching movies or TV, playing videos together or listening to music, were more actively participating in what they were doing. They talked about what they were watching or playing, they worked together on modifying video games, and creating digital media.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>CHALLENGES AND POSSIBLE SOLUTIONS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Ideally, of course, parents could participate in all their kids' media use. But let's face it, even if they had the time, for the most part, parents and kids don't necessarily enjoy the same media. (Raise your hand if you've discreetly texted your friends or shopped on your mobile phone undercover while watching \"Cars 2\" with your kids.)\u003c/p>\n\u003cp>Other challenges: Parents don't always know what kids need to learn and how to help them find it. And if the TV or computer isn't in a common room, parents don't know what kids are up to.\u003c/p>\n\u003cfigure id=\"attachment_18362\" class=\"wp-caption left\" style=\"max-width: 282px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/with-media-parents-and-kids-learn-more-together/screen-shot-2012-01-20-at-10-56-04-am/\" rel=\"attachment wp-att-18362\">\u003cimg class=\"size-full wp-image-18362\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-20-at-10.56.04-AM.png\" alt=\"\" width=\"282\" height=\"167\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The Cooney Center has an idea to solve this -- at least in the home: Design a product that allows parents to monitor and participate what kids are doing from a remote location so they can still be part of the media experience.\u003cbr>\n\"Wouldn’t it be great if there was a device that recorded what kids are watching on TV?\" Takeuchi said. \"There should be tools that help parents better know, so they can have conversations about what their kids have been up to.\"\u003c/p>\n\u003cp>Parents can also use Web control tools not just to block what they think might be dangerous Web sites, but also to learn what their kids are doing online. \"In a lot of cases, parents don't know what their kids are doing, for better or for worse. These are kids who are doing things behind closed doors that are great,\" Takeuchi said. \"They're learning how to program or build Web sites, and if parents have the control setting, they can find out what their kids are interested in, and can even help them.\"\u003c/p>\n\u003cp>Parents can also acquiesce to letting their kids guide them through the activity they're interested in. The learning relationship between parent and child that goes in both directions can be powerful for both.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are lots of other great recommendations in \"The New Co-Viewing Report\": Build tools and experiences that revolve around a child’s existing interests, not just prescribed topics; keep everyone engaged by offering content that suitably entertains and sufficiently challenges; provide guidance for the more capable partner in ways that don’t require a lot of prior prep or extra time, actions that can help ensure that the intended benefits of the resource are realized.\u003c/p>\n\u003ch5>\u003cem>UPDATE: The Cooney Center is still in the process of collecting data for the e-book study mentioned in the article. Results reported thus far are preliminary.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Did Apple Just Reinvent the Textbook?",
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"content": "\u003cfigure id=\"attachment_4304\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/alaska-educator-makes-the-case-for-throwing-out-textbooks/1375685165_0026af5223_z/\" rel=\"attachment wp-att-4304\">\u003cimg class=\"size-medium wp-image-4304\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/1375685165_0026af5223_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>There's been speculation for months now -- at least since the release of the \u003ca href=\"http://www.librarything.com/work/11434526/editions/\">Steve Jobs biography\u003c/a> -- about Apple's plans to take on the textbook publishing industry. And today at the Guggenheim Museum in New York, we finally got a glimpse of what the company has been planning since long before the death of its co-founder.\u003c/p>\n\u003cp>As Apple's Phil Schiller noted in his opening remarks today, \"Education is deep in our DNA… and has been since the very beginning.\" And while that may be true, it was one of the company's most recent inventions -- the iPad -- that took center stage today as the ideal learning device, with Apple touting kids' (of all ages) love and desire for the tablets.\u003c/p>\n\u003cp>Apple boasted the adoption that iPads have already seen -- some 1.5 million iPads already in use at educational institutions, with over 1000 schools having 1:1 iPad programs. Apple also noted the rich app ecosystem that's been built around the iPad as a learning device -- over 20,000 educational apps made specifically for the device.\u003c/p>\n\u003cp>While the mantra throughout the event was \"iPad, iPad, iPad,\" the focus of much of today's event was on textbooks -- digital textbooks -- and Apple's insistence that these are \"not always the ideal learning tool.\" Apple unveiled several new tools that it argued would move the \"great content\" found in textbooks into a new, interactive, durable, portable format -- in other words, move the textbooks onto the iPad.\u003c/p>\n\u003cp>\u003cstrong>Reading\u003c/strong>: Apple introduced iBooks2, an update to its iOS e-book app (which sadly still isn't accessible on Macs, let alone on Windows machines) that offers a new category specially for interactive digital textbooks. These new e-textbooks contain many of the features we've been more accustomed to seeing in interactive e-book apps rather than in the iBookstore -- videos, photos, \u003c!--more-->and 3D diagrams, as well as an easy way to highlight passages and take notes. The latter, along with glossary terms, can be transformed into flash cards for studying.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As part of today's news, Apple announced it was partnering with the Big Three textbook publishers -- Pearson, McGraw Hill, and Houghton Mifflin Harcourt. Many of their newly redesigned textbooks are available to purchase today. These new textbooks will cost no more than $14.99, Apple promises, and they'll be owned by students individually (rather than by the schools and instead of being shared by multiple students across multiple classes and years). That's a substantial shift to how textbooks are bought and distributed, particularly at the K-12 level, and it's not quite clear how schools or students will handle these purchases or how this will impact budgeting decisions. After all, schools tend to procure textbooks with the understanding that they'll last for at least 5 years. That does mean that the content can be out-dated, something that these digital textbooks are meant to combat. But the trade-off, of course, will be purchasing iPads and now purchasing annual updates to books.\u003c/p>\n\u003cfigure id=\"attachment_18289\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/apple_demo/\" rel=\"attachment wp-att-18289\">\u003cimg class=\"size-full wp-image-18289 aligncenter\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Apple_demo.jpg\" alt=\"\" width=\"500\" height=\"373\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/Apple_demo.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Apple_demo-400x298.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Apple_demo-320x239.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Writing\u003c/strong>: Apple also introduced a new piece of software to allow \"anyone\" to build their own interactive e-books: iBooks Author. While \u003ca href=\"http://arstechnica.com/apple/news/2012/01/apple-to-announce-tools-platform-to-digitally-destroy-textbook-publishing.ars\">Ars Technica speculated\u003c/a> prior to today's news that this would be a \"Garageband for E-Books,\" that doesn't seem like quite the right description. It's more akin to iWorks for e-books -- an authoring tool that greatly facilitates the layout of e-book content. The drag-and-drop interface makes it easy to add text, photos, video, Keynote slides, and even HTML widgets to build an iBook.\u003c/p>\n\u003cp>I have \"anyone\" in quotes because, for the time being at least, this app is Mac (OS X) only. The app itself is free, and after building an e-book, one can upload it to the iBookstore. The textbooks that are built to sell or give away in the iBookstore will be subject to a review process, Apple says, and the company will take its normal \"cut\" of sales as well as demand exclusivity to their sale. One can bypass the iBookstore by simply emailing the file to another person, who'll be able to open it with the iBook app.\u003c/p>\n\u003cp>\u003cstrong>Courseware\u003c/strong>: In addition to the new iBooks and iBooks Author apps, Apple also announced a new app for iTunes U. Long a hidden gem of the iTunes Store, iTunes U has provided a way for universities and other educational institutions to distribute course content -- primarily lecture videos -- via iTunes. With over 500,000 pieces of audio and visual content, Apple says that iTunes U is the \"largest catalog of free educational content.\" The new iTunes U app adds several new features to the platform, in Apple's words, to \"let teachers do a lot more\" including offering \"full online courses.\"\u003c/p>\n\u003cp>It's close to an online learning management system, although it's worth noting here that since the content on iTunes U has mostly been free and open, that there is no process here for submitting assignments or grades. And much like the new iTextbooks, what's missing here is a \"social\" component. The app does allow instructors to upload full course packages, and starting today K-12 teachers will also be able to post their materials to the iTunes U ecosystem.\u003c/p>\n\u003cfigure id=\"attachment_18292\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/itunes_u/\" rel=\"attachment wp-att-18292\">\u003cimg class=\"size-full wp-image-18292\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/itunes_u.jpg\" alt=\"\" width=\"500\" height=\"373\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/itunes_u.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/itunes_u-400x298.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/itunes_u-320x239.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Game-changer?\u003c/strong>: Apple's announcements are often described in hyperbolic terms: \"revolutionary,\" for example. I'm not sure that we can necessarily apply that adjective here. Considering the involvement of the three largest education publishers -- a group that currently controls 90% of the textbook market -- I don't think we can pronounce the textbook industry \"digitally disrupted.\" Rather, Apple has strengthened its relationship with these publishers who are now able to point to content that they've specifically designed to work on the iPad. Their content will continue to appear in other digital formats too, of course, and will likely still be available via other e-textbook apps (such as Inkling and Kno and CourseSmart).\u003c/p>\n\u003cp>The ability to easily create e-books with the new iBooks Author app does feel like an important innovation, and if Apple can steer authors (students and teachers and \"anyone\") to its iBookstore, then it will be in a better position to compete with Amazon's self-publishing offerings. That's not necessarily a game-changer for education, however; rather it's about controlling the future of e-book creation and distribution, something that Apple must compete with Amazon over.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That's a future that revolves around the Apple publishing and app ecosystem, and it's a future that relies on Apple hardware too -- Macs and iPads. While all of this might make it easier to build, buy, and read beautiful interactive textbooks with these new \"free\" software tools, that hardware investment might be something that causes a lot of schools to balk.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_4304\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/alaska-educator-makes-the-case-for-throwing-out-textbooks/1375685165_0026af5223_z/\" rel=\"attachment wp-att-4304\">\u003cimg class=\"size-medium wp-image-4304\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/1375685165_0026af5223_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>There's been speculation for months now -- at least since the release of the \u003ca href=\"http://www.librarything.com/work/11434526/editions/\">Steve Jobs biography\u003c/a> -- about Apple's plans to take on the textbook publishing industry. And today at the Guggenheim Museum in New York, we finally got a glimpse of what the company has been planning since long before the death of its co-founder.\u003c/p>\n\u003cp>As Apple's Phil Schiller noted in his opening remarks today, \"Education is deep in our DNA… and has been since the very beginning.\" And while that may be true, it was one of the company's most recent inventions -- the iPad -- that took center stage today as the ideal learning device, with Apple touting kids' (of all ages) love and desire for the tablets.\u003c/p>\n\u003cp>Apple boasted the adoption that iPads have already seen -- some 1.5 million iPads already in use at educational institutions, with over 1000 schools having 1:1 iPad programs. Apple also noted the rich app ecosystem that's been built around the iPad as a learning device -- over 20,000 educational apps made specifically for the device.\u003c/p>\n\u003cp>While the mantra throughout the event was \"iPad, iPad, iPad,\" the focus of much of today's event was on textbooks -- digital textbooks -- and Apple's insistence that these are \"not always the ideal learning tool.\" Apple unveiled several new tools that it argued would move the \"great content\" found in textbooks into a new, interactive, durable, portable format -- in other words, move the textbooks onto the iPad.\u003c/p>\n\u003cp>\u003cstrong>Reading\u003c/strong>: Apple introduced iBooks2, an update to its iOS e-book app (which sadly still isn't accessible on Macs, let alone on Windows machines) that offers a new category specially for interactive digital textbooks. These new e-textbooks contain many of the features we've been more accustomed to seeing in interactive e-book apps rather than in the iBookstore -- videos, photos, \u003c!--more-->and 3D diagrams, as well as an easy way to highlight passages and take notes. The latter, along with glossary terms, can be transformed into flash cards for studying.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As part of today's news, Apple announced it was partnering with the Big Three textbook publishers -- Pearson, McGraw Hill, and Houghton Mifflin Harcourt. Many of their newly redesigned textbooks are available to purchase today. These new textbooks will cost no more than $14.99, Apple promises, and they'll be owned by students individually (rather than by the schools and instead of being shared by multiple students across multiple classes and years). That's a substantial shift to how textbooks are bought and distributed, particularly at the K-12 level, and it's not quite clear how schools or students will handle these purchases or how this will impact budgeting decisions. After all, schools tend to procure textbooks with the understanding that they'll last for at least 5 years. That does mean that the content can be out-dated, something that these digital textbooks are meant to combat. But the trade-off, of course, will be purchasing iPads and now purchasing annual updates to books.\u003c/p>\n\u003cfigure id=\"attachment_18289\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/apple_demo/\" rel=\"attachment wp-att-18289\">\u003cimg class=\"size-full wp-image-18289 aligncenter\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Apple_demo.jpg\" alt=\"\" width=\"500\" height=\"373\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/Apple_demo.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Apple_demo-400x298.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Apple_demo-320x239.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Writing\u003c/strong>: Apple also introduced a new piece of software to allow \"anyone\" to build their own interactive e-books: iBooks Author. While \u003ca href=\"http://arstechnica.com/apple/news/2012/01/apple-to-announce-tools-platform-to-digitally-destroy-textbook-publishing.ars\">Ars Technica speculated\u003c/a> prior to today's news that this would be a \"Garageband for E-Books,\" that doesn't seem like quite the right description. It's more akin to iWorks for e-books -- an authoring tool that greatly facilitates the layout of e-book content. The drag-and-drop interface makes it easy to add text, photos, video, Keynote slides, and even HTML widgets to build an iBook.\u003c/p>\n\u003cp>I have \"anyone\" in quotes because, for the time being at least, this app is Mac (OS X) only. The app itself is free, and after building an e-book, one can upload it to the iBookstore. The textbooks that are built to sell or give away in the iBookstore will be subject to a review process, Apple says, and the company will take its normal \"cut\" of sales as well as demand exclusivity to their sale. One can bypass the iBookstore by simply emailing the file to another person, who'll be able to open it with the iBook app.\u003c/p>\n\u003cp>\u003cstrong>Courseware\u003c/strong>: In addition to the new iBooks and iBooks Author apps, Apple also announced a new app for iTunes U. Long a hidden gem of the iTunes Store, iTunes U has provided a way for universities and other educational institutions to distribute course content -- primarily lecture videos -- via iTunes. With over 500,000 pieces of audio and visual content, Apple says that iTunes U is the \"largest catalog of free educational content.\" The new iTunes U app adds several new features to the platform, in Apple's words, to \"let teachers do a lot more\" including offering \"full online courses.\"\u003c/p>\n\u003cp>It's close to an online learning management system, although it's worth noting here that since the content on iTunes U has mostly been free and open, that there is no process here for submitting assignments or grades. And much like the new iTextbooks, what's missing here is a \"social\" component. The app does allow instructors to upload full course packages, and starting today K-12 teachers will also be able to post their materials to the iTunes U ecosystem.\u003c/p>\n\u003cfigure id=\"attachment_18292\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/itunes_u/\" rel=\"attachment wp-att-18292\">\u003cimg class=\"size-full wp-image-18292\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/itunes_u.jpg\" alt=\"\" width=\"500\" height=\"373\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/itunes_u.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/itunes_u-400x298.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/itunes_u-320x239.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Game-changer?\u003c/strong>: Apple's announcements are often described in hyperbolic terms: \"revolutionary,\" for example. I'm not sure that we can necessarily apply that adjective here. Considering the involvement of the three largest education publishers -- a group that currently controls 90% of the textbook market -- I don't think we can pronounce the textbook industry \"digitally disrupted.\" Rather, Apple has strengthened its relationship with these publishers who are now able to point to content that they've specifically designed to work on the iPad. Their content will continue to appear in other digital formats too, of course, and will likely still be available via other e-textbook apps (such as Inkling and Kno and CourseSmart).\u003c/p>\n\u003cp>The ability to easily create e-books with the new iBooks Author app does feel like an important innovation, and if Apple can steer authors (students and teachers and \"anyone\") to its iBookstore, then it will be in a better position to compete with Amazon's self-publishing offerings. That's not necessarily a game-changer for education, however; rather it's about controlling the future of e-book creation and distribution, something that Apple must compete with Amazon over.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That's a future that revolves around the Apple publishing and app ecosystem, and it's a future that relies on Apple hardware too -- Macs and iPads. While all of this might make it easier to build, buy, and read beautiful interactive textbooks with these new \"free\" software tools, that hardware investment might be something that causes a lot of schools to balk.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_18270\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660091109/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-18270\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/6660091109_de39ce78aa_z1.jpg\" alt=\"\" width=\"600\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/6660091109_de39ce78aa_z1.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/6660091109_de39ce78aa_z1-400x271.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/6660091109_de39ce78aa_z1-320x217.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://joanganzcooneycenter.org/Staff-82.html\">By Carly Shuler\u003c/a>, Joan Ganz Cooney Center\u003c/h5>\n\u003cp class=\"dropcap-serif\">In 2007, when the iPhone made its debut, there was little doubt that it would revolutionize the mobile phone industry. But at the time, few imagined that it would spawn a multibillion-dollar market for mobile applications, and fewer imagined that this market might become a significant one for children.\u003c/p>\n\u003cp>Less than five years later, more than a quarter of all parents have downloaded apps for their children to use, according to a \u003ca href=\"http://www.commonsensemedia.org/research/zero-eight-childrens-media-use-america/key-finding-2%3A-substantial-digital-divide\">Common Sense Media study\u003c/a>. Babies have achieved virtual celebrity for \u003ca href=\"http://ww2.kqed.org/mindshift/jp/quick-look-the-print-magazine-is-a-broken-ipad/\">mistaking a magazine for a broken iPad\u003c/a>, children now learn to \"swipe\" before they can tie their shoes, and tweens and teens \u003ca href=\"http://blog.nielsen.com/nielsenwire/consumer/us-kids-looking-forward-to-iholiday-2011/\">coveted the iPad\u003c/a> over any other gift this holiday season.\u003c/p>\n\u003cp>Today's children will benefit if apps become an important force for learning and discovery. This report,\u003ca href=\"http://joanganzcooneycenter.org/Reports-33.html\"> iLearn II: An Analysis of the Education Category on Apple's App Store\u003c/a>, documents the results of an analysis of the Education category of Apple's App Store, with the goal of understanding the market dynamics, areas of innovation, and emerging opportunities within the market for apps labeled as education. Using the original iLearn study as a benchmark for change, this updated report examines a recent sample of top-selling apps for both the iPad and the iPhone.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>KEY FINDINGS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>1. Apps are an important and growing medium for providing educational content to children, both in terms of their availability and popularity.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>Over 80% of the top selling paid apps in the Education category of the iTunes Store target children.\u003c/li>\n\u003cli>In 2009, almost half (47%) of the top selling apps targeted preschool or elementary aged \u003c!--more-->children. That number has increased to almost three-‐quarters (72%).\u003c/li>\n\u003cli>The percentage of apps for children has risen in every age category, accompanied by a decrease in apps for adults.\u003c/li>\n\u003c/ul>\n\u003cp>2. Early learning apps for toddler/preschool are particularly prominent. Developers should consider potential saturation of this market.\u003c/p>\n\u003cul>\n\u003cli>Apps for toddlers/preschoolers are the most popular age category (58%), and experienced the greatest growth (23%).\u003c/li>\n\u003cli>General early learning is the most popular subject (47%), and there are signiicantly more general early learning apps than the second most popular subject (math, 13%).\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>\u003cspan style=\"color: #ff6600\">The App Explosion\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">- Mobile app revenue is expected to generate $38 billion by 2015\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">- There are over 500,000 apps available on iTunes and more than 300,000 on Android\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">- The App Store has paid out over $2.5 billion to developers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">- Two out of the four top holiday trends according to ToysRUs are related to children owning iPads.\u003c/span>\u003c/p>\n\u003c/aside>\n\u003cp>3. Developers should not default to the lowest price point and should consider a fair price‐value proposition. The average price of children’s apps has risen by over $1, but they are still less expensive than those targeting adults.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>4. Apps are a significantly different market than television, video games, or toys.\u003c/p>\n\u003cul>\n\u003cli>Of the entire sample, only two iPhone apps and zero iPad apps were based on well-known, branded characters.\u003c/li>\n\u003cli>One hundred and nine different publishers were represented within the sample; 89 of these publishers were not represented in the sample two years ago.\u003c/li>\n\u003c/ul>\n\u003cp>5. Apps for elementary aged children may represent an important opportunity. While only 20% of the overall sample targets this age group, almost 50% of the top sellers (top 25) target elementary aged kids. A similar trend was noted amongst the preschool set in our 2009 analysis -- subsequently this age group experienced significant growth.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>RECOMMENDATIONS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Address the app gap. \u003c/strong>In addition to the traditional digital divide, a new “App Gap” has developed. Ongoing work is required to ensure that the potential benefits of this new medium reach those most in need.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Create standards for products marketed as educational. \u003c/strong>Previous analyses of children’s digital media have identified a lack of standards around marketing products as educational, making it difficult for parent or educators to discern if products live up to their claims (Shuler, 2007). This has been a long-standing issue in the educational toy and game industry, and perhaps one that can be tackled early in the evolution of the app market.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Protect Children from Digital Age Commercialism\u003c/strong>. The Children's Television Act was put in place to protect children from inappropriate commercialism. This act needs to be updated for a digital age with an emphasis on the app market. In the long term, apps will be better for children, parents and businesses alike if there are policies that protect without hindering creative development and innovation.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Consider emerging market dynamics in an update to COPPA. \u003c/strong>The Federal Trade Commission (FTC) recently released important recommendations for an update to COPPA. However, on the heels of these efforts the leading provider of app analytics disallowed its services to be used by developers of children’s apps, who rely heavily on such analytics to improve their products. As the FTC finalizes its proposed regulation, it should consider potential unintended consequences the policy may have on developers.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Enable sustainability and profitability\u003c/strong>. Consumers need to embrace a new pricing model that will sustain a diversity of developers to build innovative and creative content for children. Discussion of business models must be continued to enable development of apps that are innovative, high quality, educationally effective and sustainable.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Set a research agenda\u003c/strong>. Academia needs to address the rapidly growing app market by setting a research agenda regarding digital age learning. Developers and researchers should work together toward the design of effective, high‐quality products.\u003c/p>\n\u003ch5>\u003cem>Read the Joan Ganz Cooney's report, iLearn II, \u003ca href=\"http://joanganzcooneycenter.org/Reports-33.html\">An Analysis of the Education Category in Apple's App Store\u003c/a> to learn more.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18270\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660091109/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-18270\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/6660091109_de39ce78aa_z1.jpg\" alt=\"\" width=\"600\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/6660091109_de39ce78aa_z1.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/6660091109_de39ce78aa_z1-400x271.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/6660091109_de39ce78aa_z1-320x217.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://joanganzcooneycenter.org/Staff-82.html\">By Carly Shuler\u003c/a>, Joan Ganz Cooney Center\u003c/h5>\n\u003cp class=\"dropcap-serif\">In 2007, when the iPhone made its debut, there was little doubt that it would revolutionize the mobile phone industry. But at the time, few imagined that it would spawn a multibillion-dollar market for mobile applications, and fewer imagined that this market might become a significant one for children.\u003c/p>\n\u003cp>Less than five years later, more than a quarter of all parents have downloaded apps for their children to use, according to a \u003ca href=\"http://www.commonsensemedia.org/research/zero-eight-childrens-media-use-america/key-finding-2%3A-substantial-digital-divide\">Common Sense Media study\u003c/a>. Babies have achieved virtual celebrity for \u003ca href=\"http://ww2.kqed.org/mindshift/jp/quick-look-the-print-magazine-is-a-broken-ipad/\">mistaking a magazine for a broken iPad\u003c/a>, children now learn to \"swipe\" before they can tie their shoes, and tweens and teens \u003ca href=\"http://blog.nielsen.com/nielsenwire/consumer/us-kids-looking-forward-to-iholiday-2011/\">coveted the iPad\u003c/a> over any other gift this holiday season.\u003c/p>\n\u003cp>Today's children will benefit if apps become an important force for learning and discovery. This report,\u003ca href=\"http://joanganzcooneycenter.org/Reports-33.html\"> iLearn II: An Analysis of the Education Category on Apple's App Store\u003c/a>, documents the results of an analysis of the Education category of Apple's App Store, with the goal of understanding the market dynamics, areas of innovation, and emerging opportunities within the market for apps labeled as education. Using the original iLearn study as a benchmark for change, this updated report examines a recent sample of top-selling apps for both the iPad and the iPhone.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>KEY FINDINGS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>1. Apps are an important and growing medium for providing educational content to children, both in terms of their availability and popularity.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>Over 80% of the top selling paid apps in the Education category of the iTunes Store target children.\u003c/li>\n\u003cli>In 2009, almost half (47%) of the top selling apps targeted preschool or elementary aged \u003c!--more-->children. That number has increased to almost three-‐quarters (72%).\u003c/li>\n\u003cli>The percentage of apps for children has risen in every age category, accompanied by a decrease in apps for adults.\u003c/li>\n\u003c/ul>\n\u003cp>2. Early learning apps for toddler/preschool are particularly prominent. Developers should consider potential saturation of this market.\u003c/p>\n\u003cul>\n\u003cli>Apps for toddlers/preschoolers are the most popular age category (58%), and experienced the greatest growth (23%).\u003c/li>\n\u003cli>General early learning is the most popular subject (47%), and there are signiicantly more general early learning apps than the second most popular subject (math, 13%).\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>\u003cspan style=\"color: #ff6600\">The App Explosion\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">- Mobile app revenue is expected to generate $38 billion by 2015\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">- There are over 500,000 apps available on iTunes and more than 300,000 on Android\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">- The App Store has paid out over $2.5 billion to developers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">- Two out of the four top holiday trends according to ToysRUs are related to children owning iPads.\u003c/span>\u003c/p>\n\u003c/aside>\n\u003cp>3. Developers should not default to the lowest price point and should consider a fair price‐value proposition. The average price of children’s apps has risen by over $1, but they are still less expensive than those targeting adults.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>4. Apps are a significantly different market than television, video games, or toys.\u003c/p>\n\u003cul>\n\u003cli>Of the entire sample, only two iPhone apps and zero iPad apps were based on well-known, branded characters.\u003c/li>\n\u003cli>One hundred and nine different publishers were represented within the sample; 89 of these publishers were not represented in the sample two years ago.\u003c/li>\n\u003c/ul>\n\u003cp>5. Apps for elementary aged children may represent an important opportunity. While only 20% of the overall sample targets this age group, almost 50% of the top sellers (top 25) target elementary aged kids. A similar trend was noted amongst the preschool set in our 2009 analysis -- subsequently this age group experienced significant growth.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>RECOMMENDATIONS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Address the app gap. \u003c/strong>In addition to the traditional digital divide, a new “App Gap” has developed. Ongoing work is required to ensure that the potential benefits of this new medium reach those most in need.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Create standards for products marketed as educational. \u003c/strong>Previous analyses of children’s digital media have identified a lack of standards around marketing products as educational, making it difficult for parent or educators to discern if products live up to their claims (Shuler, 2007). This has been a long-standing issue in the educational toy and game industry, and perhaps one that can be tackled early in the evolution of the app market.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Protect Children from Digital Age Commercialism\u003c/strong>. The Children's Television Act was put in place to protect children from inappropriate commercialism. This act needs to be updated for a digital age with an emphasis on the app market. In the long term, apps will be better for children, parents and businesses alike if there are policies that protect without hindering creative development and innovation.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Consider emerging market dynamics in an update to COPPA. \u003c/strong>The Federal Trade Commission (FTC) recently released important recommendations for an update to COPPA. However, on the heels of these efforts the leading provider of app analytics disallowed its services to be used by developers of children’s apps, who rely heavily on such analytics to improve their products. As the FTC finalizes its proposed regulation, it should consider potential unintended consequences the policy may have on developers.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Enable sustainability and profitability\u003c/strong>. Consumers need to embrace a new pricing model that will sustain a diversity of developers to build innovative and creative content for children. Discussion of business models must be continued to enable development of apps that are innovative, high quality, educationally effective and sustainable.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Set a research agenda\u003c/strong>. Academia needs to address the rapidly growing app market by setting a research agenda regarding digital age learning. Developers and researchers should work together toward the design of effective, high‐quality products.\u003c/p>\n\u003ch5>\u003cem>Read the Joan Ganz Cooney's report, iLearn II, \u003ca href=\"http://joanganzcooneycenter.org/Reports-33.html\">An Analysis of the Education Category in Apple's App Store\u003c/a> to learn more.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_18276\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-18276\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Wall-Mural-18-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003cfigcaption class=\"wp-caption-text\">Poudre River Public Library District's Community Mural\u003c/figcaption>\u003c/figure>\n\u003cp>Arguably, those who believe a public library is simply a repository of print books haven't been to a public library lately. Here at MindShift, we've been covering the ways in which the library is evolving to change the demands of digital technologies and of its patrons: libraries are becoming \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/libraries-and-museums-set-to-become-hands-on-learning-labs/\">learning labs\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/creating-the-library-of-tomorrow-from-the-ground-up/\">innovation centers\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">makerspaces\u003c/a>.\u003c/p>\n\u003cp>Of course, the public library has always been a community center as much as a place to go to check out books to read, so the new extensions of the library's service may not be so far afield from the institution's mission to provide access to information. Even so, much of the emphasis has been on literacy -- reading and writing, digital and analog -- and not on other forms of creativity.\u003c/p>\n\u003cp>But three graduate students at the University of Wisconsin-Madison School of Library and Information Studies have launched a project that points to another important way in which libraries play a key role in their communities. The \u003ca href=\"http://www.libraryasincubatorproject.org/\">Library as Incubator Project\u003c/a> highlights some of the ways in which libraries and local artists can work together.\u003c/p>\n\u003cp>I spoke with Erinn Batykefer, Laura Damon-Moore, and Christina Endres about the project.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What was the inspiration for the Library as Incubator Project?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Laura Damon-Moore:\u003c/strong> The inspiration for the project came from several places. One was an article in the Friends of the UW-Madison Libraries’ magazine, written by Madison artist and curator Martha Glowacki. Martha uses library research and spaces frequently in the development of her\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">\"We’re shortchanging an entire generation of Americans who may never spend an hour painting or writing or acting, or doing any creative endeavor as part of a formal education.\"\u003c/span>\u003c/aside>\n\u003cp>creative work. We wanted to learn more about how other artists use libraries in their work, and how the “library experience” might be enhanced for artists. Another important piece of the inspiration for the project came up at the end of our first semester of library school. Professor (now Emerita) Louise Robbins spoke about the need for advocacy to infuse everything that we do as library students and future librarians. Lastly, the three of us have an interest in the arts anhelp engage the communities we all will be serving some day. These pieces came together over the course of about a semester to form the basis for the project as it exists today.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How does the project work?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Laura Damon-Moore:\u003c/strong> A good place to start answering this question is to talk about the \u003ca href=\"http://www.libraryasincubatorproject.org\">website\u003c/a>, which serves as our “hub” for the Library as Incubator Project. The three of us all work to find and manage the content for the website. With the website, the goals are:\u003c/p>\n\u003cul>\n\u003cli>To highlight artists and writers who currently use libraries as “incubators” for their creative work. This ranges from using a book or other library item as a source of inspiration (like book artist Carol Chase Bjerke, or poet Rita Mae Reese) to artists who use library spaces to show/perform their work (like the Dark Carols Cycle, which premiered at the LA Public Library, or Brandon Monokian, a theater artist who works with teens on the Page to Stage project).\u003c/li>\n\u003cli>To highlight libraries and librarians who are promoting the arts - and the use of their libraries for artistic endeavors - in innovative ways. So, offering artists a space to create or install artwork, like the BOOKLESS project here at Madison Public Library’s (now empty) central branch. Or the series of workshops at the Washington, DC Public Library called The Creative Class, which uses library materials as inspiration for craft projects.\u003c/li>\n\u003cli>To provide resources for librarians and artists. These range from art education resources, like a link to the Kennedy Center’s ArtsEdge network or our program kit library, to tips on how to use resources like Freegal, a music checkout program, or the British Library’s Newspaper Archive.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-public-library-as-an-incubator-for-the-arts/library_as_incubator/\" rel=\"attachment wp-att-18207\">\u003cimg class=\"alignright size-full wp-image-18207\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/library_as_incubator.jpg\" alt=\"\" width=\"350\" height=\"117\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/library_as_incubator.jpg 350w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/library_as_incubator-320x107.jpg 320w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/a>We are also quite active on the social media scene, with Twitter (\u003ca href=\"https://twitter.com/#!/IArtLibraries\">@IArtLibraries\u003c/a>) and Facebook. Social media allows us to interact and connect with people all over the world, and is how we’ve been finding a lot of the people/libraries we highlight.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What would your response be to those who'd say that this project falls outside the mission of the library?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Laura Damon-Moore:\u003c/strong> Few would argue the fact that one mission of “the library” is to provide its community with information. I would argue against the idea that information can only be found in books, or journal articles. Arts programming in libraries is just a different way of presenting information. For example, if a library has an art gallery or even some free wall space, a local watercolor artist may want to display their work. The library can not only provide the space for a professional or non-professional artist to show their work, but can also create a book display on watercolor techniques and perhaps famous examples of watercolor artwork. Furthermore, a lot of arts programming allows community members to not only consume but create as well. So, with our watercolor example, perhaps the artist is invited to host a workshop or class on watercolor painting. Community members become active, not passive, participants in the information cycle.\u003c/p>\n\u003cp>\u003cstrong>Christina Endres:\u003c/strong> The goals of many public libraries include statements about community enrichment and providing support for lifelong learning. I would say that providing support for the arts and a place for the public to create and enjoy art directly serves those missions. By promoting and supporting the arts, a library can help create a more creative and expressive community, and allow those without access to art education or art museums to participate and learn in this creative community.\u003c/p>\n\u003cp>\u003cstrong>Erinn Batykefer:\u003c/strong> I would say, “Get thee to a library!,” because it’s pretty clear you don’t understand the mission! The reductive view a lot of people-- and lawmakers-- have about libraries is that they are about books. Libraries’ mission isn’t about books. It never has been. Libraries collect and loan books in response to their mission, which is much broader. Read the \u003ca href=\"http://www.ala.org/ala/issuesadvocacy/intfreedom/librarybill/index.cfm\">Library Bill of Rights\u003c/a>, and you’ll see that libraries are concerned with free access to information of all types for all people-- no matter who they are or what they are interested in learning. In fact, Article VI specifically states that “VI. Libraries that make exhibit spaces and meeting rooms available to the\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">\"A lot of arts programming allows community members to not only consume but create as well.\"\u003c/span>\u003c/aside>\n\u003cp>public they serve should make such facilities available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use.” In this article, it’s not only implicit that libraries are likely to have both exhibit and meeting spaces, it’s also understood that the broad goal of free access to information for all-- which is the basis of library service as a public good-- translates to lifelong learning and community building. No one would question the validity of children’s art programming at a library as an important component of early literacy education. Yet somehow, once you’re an adult, libraries are just about books.\u003c/p>\n\u003cp>That attitude is so limiting!\u003c/p>\n\u003cp>And I think it’s the crux of the argument you hear a lot these days, which is “Everything’s online; libraries are dead.” That’s only true if you think libraries are only about books and other physical materials. But they’re not. They’re about digital materials, and free access to the Internet--especially important in places where not everyone is so fortunate to have a connection in their home-- and they’re about self-directed, life-long learning. That includes the arts! And at a time when arts budgets--from local schools all the way up to the NEA-- are being gutted for the same myopic reasons that library budgets are slashed, arts education is suffering; We’re shortchanging an entire generation of Americans who may never spend an hour painting or writing or acting, or doing any creative endeavor as part of a formal education.\u003c/p>\n\u003cp>We believe the library can and does have the capacity to fill that educational gap. Even in places where the arts are supported, the library is a place where you can learn what you want to learn, not what you have to learn. There is a wonderful video circulating the internet right now: \u003ca href=\"http://tedxrainier.com/2/speaker_hill.asp\">Chrystie Hill's TedxRanier talk about the future of libraries\u003c/a>. It’s a worthwhile view, in my opinion, because in it, she addresses a lot of the concerns that come up with these kinds of library mission / future of libraries questions. She asks “When everything is online, why go to the library at all?” And her answer is one that points to community building more than anything: “The library of the future... is not about storing books. Well what is it? We get to decide. We get to do what we want. And everything is allowed.”\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What's next for the project?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Laura Damon-Moore:\u003c/strong> Probably the biggest thing we are working on is setting up some type of funding system, so that we can sustain the project once the three of us have graduated. We are hoping to expand the project and right now we are working many, many hours/week on a volunteer basis. We are submitting grant proposals, talking about a donation system for the website, and are in the discussion stages of moving toward non-profit status. We want to keep the website ad-free, but also be able to continue our work - and so we’re working hard to make this possible.\u003c/p>\n\u003cp>We are also working from an organizational standpoint to make sure that the project will be sustainable after we graduate and (likely) move away from the same city. Luckily we have a lot of people happy to talk with us about getting ourselves organized, setting up a manageable workflow, etc. We seriously hope that we’ll have some internships available in the coming year!\u003c/p>\n\u003cp>The co-founders of the project don’t just want to be talking about what other libraries are doing, but actively engaging in and assisting with programs and events ourselves. We have several exciting projects on the horizon, including an art exhibition of works based on materials from the University Archives here at UW; what we’re calling “incubaTOURs” of campus libraries specifically geared toward student and community artists; and, of course, our involvement with BOOKLESS, an awesome library fundraiser for the Madison Public Library. We only hope to add to our personal involvement in these and other creative projects, particularly as we set off on our own adventures as library professionals!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A major goal of ours is to continue to develop program kits for libraries to use. We would love to expand some of our kits to be in line with what arts educators in schools and after-school programs are doing - particularly as many arts programs are under attack budget-wise. We hope to work with some arts educators to help libraries fill in where there are gaps in the arts education system, especially in under-resourced communities.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18276\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-18276\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Wall-Mural-18-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003cfigcaption class=\"wp-caption-text\">Poudre River Public Library District's Community Mural\u003c/figcaption>\u003c/figure>\n\u003cp>Arguably, those who believe a public library is simply a repository of print books haven't been to a public library lately. Here at MindShift, we've been covering the ways in which the library is evolving to change the demands of digital technologies and of its patrons: libraries are becoming \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/libraries-and-museums-set-to-become-hands-on-learning-labs/\">learning labs\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/creating-the-library-of-tomorrow-from-the-ground-up/\">innovation centers\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">makerspaces\u003c/a>.\u003c/p>\n\u003cp>Of course, the public library has always been a community center as much as a place to go to check out books to read, so the new extensions of the library's service may not be so far afield from the institution's mission to provide access to information. Even so, much of the emphasis has been on literacy -- reading and writing, digital and analog -- and not on other forms of creativity.\u003c/p>\n\u003cp>But three graduate students at the University of Wisconsin-Madison School of Library and Information Studies have launched a project that points to another important way in which libraries play a key role in their communities. The \u003ca href=\"http://www.libraryasincubatorproject.org/\">Library as Incubator Project\u003c/a> highlights some of the ways in which libraries and local artists can work together.\u003c/p>\n\u003cp>I spoke with Erinn Batykefer, Laura Damon-Moore, and Christina Endres about the project.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What was the inspiration for the Library as Incubator Project?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Laura Damon-Moore:\u003c/strong> The inspiration for the project came from several places. One was an article in the Friends of the UW-Madison Libraries’ magazine, written by Madison artist and curator Martha Glowacki. Martha uses library research and spaces frequently in the development of her\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">\"We’re shortchanging an entire generation of Americans who may never spend an hour painting or writing or acting, or doing any creative endeavor as part of a formal education.\"\u003c/span>\u003c/aside>\n\u003cp>creative work. We wanted to learn more about how other artists use libraries in their work, and how the “library experience” might be enhanced for artists. Another important piece of the inspiration for the project came up at the end of our first semester of library school. Professor (now Emerita) Louise Robbins spoke about the need for advocacy to infuse everything that we do as library students and future librarians. Lastly, the three of us have an interest in the arts anhelp engage the communities we all will be serving some day. These pieces came together over the course of about a semester to form the basis for the project as it exists today.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How does the project work?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Laura Damon-Moore:\u003c/strong> A good place to start answering this question is to talk about the \u003ca href=\"http://www.libraryasincubatorproject.org\">website\u003c/a>, which serves as our “hub” for the Library as Incubator Project. The three of us all work to find and manage the content for the website. With the website, the goals are:\u003c/p>\n\u003cul>\n\u003cli>To highlight artists and writers who currently use libraries as “incubators” for their creative work. This ranges from using a book or other library item as a source of inspiration (like book artist Carol Chase Bjerke, or poet Rita Mae Reese) to artists who use library spaces to show/perform their work (like the Dark Carols Cycle, which premiered at the LA Public Library, or Brandon Monokian, a theater artist who works with teens on the Page to Stage project).\u003c/li>\n\u003cli>To highlight libraries and librarians who are promoting the arts - and the use of their libraries for artistic endeavors - in innovative ways. So, offering artists a space to create or install artwork, like the BOOKLESS project here at Madison Public Library’s (now empty) central branch. Or the series of workshops at the Washington, DC Public Library called The Creative Class, which uses library materials as inspiration for craft projects.\u003c/li>\n\u003cli>To provide resources for librarians and artists. These range from art education resources, like a link to the Kennedy Center’s ArtsEdge network or our program kit library, to tips on how to use resources like Freegal, a music checkout program, or the British Library’s Newspaper Archive.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-public-library-as-an-incubator-for-the-arts/library_as_incubator/\" rel=\"attachment wp-att-18207\">\u003cimg class=\"alignright size-full wp-image-18207\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/library_as_incubator.jpg\" alt=\"\" width=\"350\" height=\"117\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/library_as_incubator.jpg 350w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/library_as_incubator-320x107.jpg 320w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/a>We are also quite active on the social media scene, with Twitter (\u003ca href=\"https://twitter.com/#!/IArtLibraries\">@IArtLibraries\u003c/a>) and Facebook. Social media allows us to interact and connect with people all over the world, and is how we’ve been finding a lot of the people/libraries we highlight.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What would your response be to those who'd say that this project falls outside the mission of the library?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Laura Damon-Moore:\u003c/strong> Few would argue the fact that one mission of “the library” is to provide its community with information. I would argue against the idea that information can only be found in books, or journal articles. Arts programming in libraries is just a different way of presenting information. For example, if a library has an art gallery or even some free wall space, a local watercolor artist may want to display their work. The library can not only provide the space for a professional or non-professional artist to show their work, but can also create a book display on watercolor techniques and perhaps famous examples of watercolor artwork. Furthermore, a lot of arts programming allows community members to not only consume but create as well. So, with our watercolor example, perhaps the artist is invited to host a workshop or class on watercolor painting. Community members become active, not passive, participants in the information cycle.\u003c/p>\n\u003cp>\u003cstrong>Christina Endres:\u003c/strong> The goals of many public libraries include statements about community enrichment and providing support for lifelong learning. I would say that providing support for the arts and a place for the public to create and enjoy art directly serves those missions. By promoting and supporting the arts, a library can help create a more creative and expressive community, and allow those without access to art education or art museums to participate and learn in this creative community.\u003c/p>\n\u003cp>\u003cstrong>Erinn Batykefer:\u003c/strong> I would say, “Get thee to a library!,” because it’s pretty clear you don’t understand the mission! The reductive view a lot of people-- and lawmakers-- have about libraries is that they are about books. Libraries’ mission isn’t about books. It never has been. Libraries collect and loan books in response to their mission, which is much broader. Read the \u003ca href=\"http://www.ala.org/ala/issuesadvocacy/intfreedom/librarybill/index.cfm\">Library Bill of Rights\u003c/a>, and you’ll see that libraries are concerned with free access to information of all types for all people-- no matter who they are or what they are interested in learning. In fact, Article VI specifically states that “VI. Libraries that make exhibit spaces and meeting rooms available to the\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">\"A lot of arts programming allows community members to not only consume but create as well.\"\u003c/span>\u003c/aside>\n\u003cp>public they serve should make such facilities available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use.” In this article, it’s not only implicit that libraries are likely to have both exhibit and meeting spaces, it’s also understood that the broad goal of free access to information for all-- which is the basis of library service as a public good-- translates to lifelong learning and community building. No one would question the validity of children’s art programming at a library as an important component of early literacy education. Yet somehow, once you’re an adult, libraries are just about books.\u003c/p>\n\u003cp>That attitude is so limiting!\u003c/p>\n\u003cp>And I think it’s the crux of the argument you hear a lot these days, which is “Everything’s online; libraries are dead.” That’s only true if you think libraries are only about books and other physical materials. But they’re not. They’re about digital materials, and free access to the Internet--especially important in places where not everyone is so fortunate to have a connection in their home-- and they’re about self-directed, life-long learning. That includes the arts! And at a time when arts budgets--from local schools all the way up to the NEA-- are being gutted for the same myopic reasons that library budgets are slashed, arts education is suffering; We’re shortchanging an entire generation of Americans who may never spend an hour painting or writing or acting, or doing any creative endeavor as part of a formal education.\u003c/p>\n\u003cp>We believe the library can and does have the capacity to fill that educational gap. Even in places where the arts are supported, the library is a place where you can learn what you want to learn, not what you have to learn. There is a wonderful video circulating the internet right now: \u003ca href=\"http://tedxrainier.com/2/speaker_hill.asp\">Chrystie Hill's TedxRanier talk about the future of libraries\u003c/a>. It’s a worthwhile view, in my opinion, because in it, she addresses a lot of the concerns that come up with these kinds of library mission / future of libraries questions. She asks “When everything is online, why go to the library at all?” And her answer is one that points to community building more than anything: “The library of the future... is not about storing books. Well what is it? We get to decide. We get to do what we want. And everything is allowed.”\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What's next for the project?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Laura Damon-Moore:\u003c/strong> Probably the biggest thing we are working on is setting up some type of funding system, so that we can sustain the project once the three of us have graduated. We are hoping to expand the project and right now we are working many, many hours/week on a volunteer basis. We are submitting grant proposals, talking about a donation system for the website, and are in the discussion stages of moving toward non-profit status. We want to keep the website ad-free, but also be able to continue our work - and so we’re working hard to make this possible.\u003c/p>\n\u003cp>We are also working from an organizational standpoint to make sure that the project will be sustainable after we graduate and (likely) move away from the same city. Luckily we have a lot of people happy to talk with us about getting ourselves organized, setting up a manageable workflow, etc. We seriously hope that we’ll have some internships available in the coming year!\u003c/p>\n\u003cp>The co-founders of the project don’t just want to be talking about what other libraries are doing, but actively engaging in and assisting with programs and events ourselves. We have several exciting projects on the horizon, including an art exhibition of works based on materials from the University Archives here at UW; what we’re calling “incubaTOURs” of campus libraries specifically geared toward student and community artists; and, of course, our involvement with BOOKLESS, an awesome library fundraiser for the Madison Public Library. We only hope to add to our personal involvement in these and other creative projects, particularly as we set off on our own adventures as library professionals!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A major goal of ours is to continue to develop program kits for libraries to use. We would love to expand some of our kits to be in line with what arts educators in schools and after-school programs are doing - particularly as many arts programs are under attack budget-wise. We hope to work with some arts educators to help libraries fill in where there are gaps in the arts education system, especially in under-resourced communities.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What's So Great About Schools in Finland?",
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"content": "\u003cfigure id=\"attachment_18186\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/uncle-leo/4601492261/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-18186\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/4601492261_599b55ef54_z1-620x373.jpg\" alt=\"\" width=\"620\" height=\"373\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The world looks to schools like this in Vantaankosken, Finland, as the model of success.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Finland has been hailed for exemplifying the ideal model of a thriving, innovative education system that prioritizes the most important stakeholders: students.\u003c/p>\n\u003cp>\u003ca href=\"http://www.guardian.co.uk/world/2010/dec/05/finland-schools-curriculum-teaching\">International\u003c/a> and \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">American\u003c/a> \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/ravitch-why-finlands-schools-are-great-by-doing-what-we-dont/2011/10/12/gIQAmTyLgL_blog.html\">media\u003c/a> are fascinated by the Scandinavian country's approach to designing the education system. The fact that Finland manages to score among the top three countries on the \u003ca href=\"http://www.pisa.oecd.org/pages/0,2987,en_32252351_32235731_1_1_1_1_1,00.html\">PISA\u003c/a> survey is a tribute to its success, and worth following closely, observers say.\u003c/p>\n\u003cp>So what makes the Finland story so compelling?\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>THERE ARE NO PRIVATE SCHOOLS\u003c/strong>.\u003c/span> Technically, there are a few independent schools, but they're financed by the state and don't charge tuition, according to a wildly \u003ca href=\"http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/\">popular article\u003c/a> in the Atlantic about the school system. “The primary aim of education is to serve as an equalizing instrument for society,” said \u003ca href=\"http://www.pasisahlberg.com/index.php?group=2\">Dr. Pasi Sahlberg\u003c/a>, Director General of the Centre for International Mobility and Cooperation in Finland’s \u003ca href=\"http://www.minedu.fi/OPM/?lang=en\">Ministry of Education and Culture\u003c/a> who was visiting New York. \"Here in America, parents can choose to take their kids to private schools. It's the same idea of a marketplace that applies to, say, shops. Schools are a shop and parents can buy what ever they want. In Finland parents can also choose. But the options are all the same.\" The Atlantic article also notes that all Finnish students receive free meals at school, and have \"easy access to health care, psychological counseling, and individualized student guidance.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>ALL ADMINISTRATORS HAVE WORKED AS TEACHERS.\u003c/strong>\u003c/span> \"We have very carefully kept the business of education in the hands of educators. It’s practically impossible to become a superintendent without also being a former teacher,\" Sahlberg told the \u003c!--more-->\u003ca href=\"http://hechingerreport.org/content/what-can-we-learn-from-finland-a-qa-with-dr-pasi-sahlberg_4851/\">Hechinger Report\u003c/a>. \"If you have people [in leadership positions] with no background in teaching, they’ll never have the type of communication they need.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>THEY DON'T FOCUS ON TESTS. \u003c/strong>\u003c/span>\"Finns don’t believe you can reliably measure the essence of learning,\" Sahlberg said to the Hechinger Report. \"You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition. In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.\" To that end, testing doesn't really begin until students are \"well into their teens,\" \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">according to the Times\u003c/a>.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>TEACHING IS A REVERED PROFESSION.\u003c/strong>\u003c/span> \"The teaching profession is one of the most famous careers in Finland, so young people want to become teachers,\" said Henna Virkkunen, Finland’s Minister of Education to \u003ca href=\"http://hechingerreport.org/content/an-interview-with-henna-virkkunen-finlands-minister-of-education_5458/\">the Hechinger Report\u003c/a>. \"In Finland, we think that teachers are key for the future and it’s a very important profession—and that’s why all of the young, talented people want to become teachers.\" It's compulsory for teachers to have a master's degree, a process that typically takes five years, and requires intensive supervised teacher-training.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #ff6600\">THEY TRUST TEACHERS.\u003c/span> \"\u003c/strong>Teachers in Finland can choose their own teaching methods and materials. They are experts of their own work, and they test their own pupils,\" Virkkunen said. \"I think this is also one of the reasons why teaching is such an attractive profession in Finland because teachers are working like academic experts with their own pupils in schools.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>THEY INTEGRATE FOREIGN STUDENTS. \u003c/strong>\u003c/span>Though Finland is primarily a homogenous country, there are pockets where immigrant populations are growing, specifically near Helsinki, where 30 percent are immigrants. \"Normally, if children come from a very different schooling system or society, they have one year in a smaller setting where they study Finnish and maybe some other subjects,\" Virkkunen said. \"We try to raise their level before they come to regular classrooms.\" Finnish schools also try to teach immigrant students' native language as much as possible. \"It’s very challenging,\" she said. \"I think in Helsinki, they are teaching 44 different mother tongues. The government pays for two-hour lessons each week for these pupils. We think it is very important to know your own tongue—that you can write and read and think in it. Then it’s easier also to learn other languages like Finnish or English, or other subjects.\"\u003c/li>\n\u003c/ul>\n\u003cp>Clearly, the Finland system can't simply be picked up and dropped into the U.S. -- in fact, Sahlberg himself advised against it: “Don’t try to apply anything,” he said \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">in the Times\u003c/a> article. “It won’t work because education is a very complex system.”\u003c/p>\n\u003cp>There are too many divergent factors for that to happen. Finland's population is about 5.3 million, while there are more than 300 million residents in the U.S. But even more importantly, the culture around competition is vastly different. There's a distinct distaste for unabashed competition.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition,\" Sahlberg said. \"In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18186\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/uncle-leo/4601492261/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-18186\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/4601492261_599b55ef54_z1-620x373.jpg\" alt=\"\" width=\"620\" height=\"373\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The world looks to schools like this in Vantaankosken, Finland, as the model of success.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Finland has been hailed for exemplifying the ideal model of a thriving, innovative education system that prioritizes the most important stakeholders: students.\u003c/p>\n\u003cp>\u003ca href=\"http://www.guardian.co.uk/world/2010/dec/05/finland-schools-curriculum-teaching\">International\u003c/a> and \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">American\u003c/a> \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/ravitch-why-finlands-schools-are-great-by-doing-what-we-dont/2011/10/12/gIQAmTyLgL_blog.html\">media\u003c/a> are fascinated by the Scandinavian country's approach to designing the education system. The fact that Finland manages to score among the top three countries on the \u003ca href=\"http://www.pisa.oecd.org/pages/0,2987,en_32252351_32235731_1_1_1_1_1,00.html\">PISA\u003c/a> survey is a tribute to its success, and worth following closely, observers say.\u003c/p>\n\u003cp>So what makes the Finland story so compelling?\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>THERE ARE NO PRIVATE SCHOOLS\u003c/strong>.\u003c/span> Technically, there are a few independent schools, but they're financed by the state and don't charge tuition, according to a wildly \u003ca href=\"http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/\">popular article\u003c/a> in the Atlantic about the school system. “The primary aim of education is to serve as an equalizing instrument for society,” said \u003ca href=\"http://www.pasisahlberg.com/index.php?group=2\">Dr. Pasi Sahlberg\u003c/a>, Director General of the Centre for International Mobility and Cooperation in Finland’s \u003ca href=\"http://www.minedu.fi/OPM/?lang=en\">Ministry of Education and Culture\u003c/a> who was visiting New York. \"Here in America, parents can choose to take their kids to private schools. It's the same idea of a marketplace that applies to, say, shops. Schools are a shop and parents can buy what ever they want. In Finland parents can also choose. But the options are all the same.\" The Atlantic article also notes that all Finnish students receive free meals at school, and have \"easy access to health care, psychological counseling, and individualized student guidance.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>ALL ADMINISTRATORS HAVE WORKED AS TEACHERS.\u003c/strong>\u003c/span> \"We have very carefully kept the business of education in the hands of educators. It’s practically impossible to become a superintendent without also being a former teacher,\" Sahlberg told the \u003c!--more-->\u003ca href=\"http://hechingerreport.org/content/what-can-we-learn-from-finland-a-qa-with-dr-pasi-sahlberg_4851/\">Hechinger Report\u003c/a>. \"If you have people [in leadership positions] with no background in teaching, they’ll never have the type of communication they need.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>THEY DON'T FOCUS ON TESTS. \u003c/strong>\u003c/span>\"Finns don’t believe you can reliably measure the essence of learning,\" Sahlberg said to the Hechinger Report. \"You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition. In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.\" To that end, testing doesn't really begin until students are \"well into their teens,\" \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">according to the Times\u003c/a>.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>TEACHING IS A REVERED PROFESSION.\u003c/strong>\u003c/span> \"The teaching profession is one of the most famous careers in Finland, so young people want to become teachers,\" said Henna Virkkunen, Finland’s Minister of Education to \u003ca href=\"http://hechingerreport.org/content/an-interview-with-henna-virkkunen-finlands-minister-of-education_5458/\">the Hechinger Report\u003c/a>. \"In Finland, we think that teachers are key for the future and it’s a very important profession—and that’s why all of the young, talented people want to become teachers.\" It's compulsory for teachers to have a master's degree, a process that typically takes five years, and requires intensive supervised teacher-training.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #ff6600\">THEY TRUST TEACHERS.\u003c/span> \"\u003c/strong>Teachers in Finland can choose their own teaching methods and materials. They are experts of their own work, and they test their own pupils,\" Virkkunen said. \"I think this is also one of the reasons why teaching is such an attractive profession in Finland because teachers are working like academic experts with their own pupils in schools.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>THEY INTEGRATE FOREIGN STUDENTS. \u003c/strong>\u003c/span>Though Finland is primarily a homogenous country, there are pockets where immigrant populations are growing, specifically near Helsinki, where 30 percent are immigrants. \"Normally, if children come from a very different schooling system or society, they have one year in a smaller setting where they study Finnish and maybe some other subjects,\" Virkkunen said. \"We try to raise their level before they come to regular classrooms.\" Finnish schools also try to teach immigrant students' native language as much as possible. \"It’s very challenging,\" she said. \"I think in Helsinki, they are teaching 44 different mother tongues. The government pays for two-hour lessons each week for these pupils. We think it is very important to know your own tongue—that you can write and read and think in it. Then it’s easier also to learn other languages like Finnish or English, or other subjects.\"\u003c/li>\n\u003c/ul>\n\u003cp>Clearly, the Finland system can't simply be picked up and dropped into the U.S. -- in fact, Sahlberg himself advised against it: “Don’t try to apply anything,” he said \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">in the Times\u003c/a> article. “It won’t work because education is a very complex system.”\u003c/p>\n\u003cp>There are too many divergent factors for that to happen. Finland's population is about 5.3 million, while there are more than 300 million residents in the U.S. But even more importantly, the culture around competition is vastly different. 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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/creating-the-library-of-tomorrow-from-the-ground-up/2266388742_6b6584011f_z/\" rel=\"attachment wp-att-18134\">\u003cimg class=\"size-medium wp-image-18134\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/2266388742_6b6584011f_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Paul Lowry\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.nextlibraries.org/2012/01/designing-a-new-kind-of-library-education/\">By Laurie Putnam\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap\">The public library hums. Readers peruse e-books and job seekers attend workshops. Teens organize poetry slams, and students work together on school assignments. Librarians plan programs, help researchers online, and digitize collections of all shapes and sizes. All around the world, today’s libraries are serving their communities in new and different ways.\u003c/p>\n\u003cp>But is that enough for tomorrow’s library?\u003c/p>\n\u003cp>We \u003cem>do\u003c/em> need to promote modern, relevant services in our current libraries, says Rob Bruijnzeels, founder and rector of the \u003ca href=\"http://www.libraryschool.nl/LibrarySchool/Home.html\">Dutch LibrarySchool\u003c/a>. For the long term, however, Bruijnzeels believes that libraries need more than modernizing: They need rethinking, and they need librarians who think differently.\u003c/p>\n\u003cp>“We can’t just refresh the library of the twentieth century anymore. There is so much more going on now,” says Bruijnzeels. “We think we need a new kind of public library, a new \u003cem>process\u003c/em> for public libraries. We need something completely different. What it is, we don’t know for sure, but let’s have a try.”\u003c/p>\n\u003cp>To give us a collective try, Bruijnzeels started the LibrarySchool, a new university program designed to educate a new wave of librarians. It’s both an academic program and an incubator of ideas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600;\">\"We need something completely different. What it is, we don’t know for sure, but let’s have a try.\"\u003c/span>\u003c/aside>\n\u003cp>While no one knows quite what the library of the 21st century will be, the faculty and students at the LibrarySchool aren’t afraid to experiment. In times of radical change, they believe, old paradigms no longer apply. Rapid cultural, technological, and societal shifts are changing how people consume information and use libraries.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the Netherlands, dramatic budget cuts have threatened the closure of one-third of the nation’s public libraries. And with a large percentage of librarians nearing retirement, a significant shift in \u003c!--more-->the makeup of library staff is imminent. Many in the library community are looking for new ideas.\u003cem>\u003c/em>\u003c/p>\n\u003cp>The LibrarySchool aims to cultivate those ideas. Several years in the making, shaped by an intensive pilot program that helped define the curriculum, the LibrarySchool opened in September 2011. A collaborative program of the Netherlands Open University and major Dutch public libraries, the LibrarySchool is supported by corporate sponsorships.\u003c/p>\n\u003cp>Dutch librarians are typically trained in undergraduate programs, and until now, no Dutch university offered a master’s degree that focused on public libraries. Offering a new opportunity for advanced study, the LibrarySchool is designed as a training ground for innovators. It’s a place where people who currently work in libraries can look at the broader context of culture, technology, and society, and see new roles for the library. A place where they can create and share ideas, try them out in their libraries, and encourage others to do the same.\u003c/p>\n\u003cp>Librarianship “used to be about building your collection, cataloging it, and making it accessible to people,” says Bruijnzeels. “Today those three things are completely different from when most library schools were designed. In our school we want to look for a new process, which is about imagination, technology, and participation. These days the public library might \u003cem>start\u003c/em> with the books on the shelves and the e-books, but it’s really about content and context and meaning and sharing information, which are completely different processes from what we learned 25 to 30 years ago.”\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"color: #ff6600;\">RESHUFFLING OUR BRAINS\u003c/span>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The LibrarySchool merges learning, working, and innovating in a new kind of university program. Coursework moves into the library, where experiments are tested, and the library infiltrates the classroom, as colleagues join discussions and ideas are debated. Guest speakers from other disciplines bring alternative perspectives. “School” becomes an open learning network.\u003c/p>\n\u003cp>Students bring assorted cultural and professional backgrounds, focusing a powerful mix of qualities, experiences, and skills on the future of libraries. The inaugural class is made up of nine students, young librarians entering the profession with fresh energy mingling with dedicated librarians, midcareer, who say, “We want to learn more and reshuffle our brains,” according to Bruijnzeels. They come from public libraries small and large across the Netherlands and Belgium, where they continue to work in professional positions while they participate in the LibrarySchool program part-time.\u003c/p>\n\u003cp>All begin with a required one-year certificate that addresses core themes:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>The library\u003c/strong>\u003cstrong> and culture\u003c/strong>, which examines the role of the public library as a cultural institution in an era of changing cultural values.\u003c/li>\n\u003cli>\u003cstrong>The library\u003c/strong>\u003cstrong> and technology\u003c/strong>, which looks at opportunities to add value to learning, knowledge, and libraries through new technologies.\u003c/li>\n\u003cli>\u003cstrong>The library\u003c/strong>\u003cstrong> and society\u003c/strong>, which explores the past, present, and future role of the library in a participatory society.\u003c/li>\n\u003cli>\u003cstrong>The library\u003c/strong>\u003cstrong> and organization\u003c/strong>, which focuses on management and operational aspects of dynamic environments.\u003c/li>\n\u003c/ul>\n\u003cp>Courses are taught in Dutch, by Open University professors, through a distance learning system. After completing the certificate program, students may continue for two more years and earn their choice of several master’s degrees, depending on their specializations. Student research interests have led to the possibility of adding a PhD program as well.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cspan style=\"color: #ff6600;\">\"It’s really about content and context and meaning and sharing information, which are completely different processes from what we learned 25 to 30 years ago.”\u003c/span>\u003c/aside>\n\u003cp>Every two months, students, faculty, and guest speakers come together in Amsterdam to discuss the future of libraries. The sessions create a “free space” that gives students an opportunity to share what they’re learning and enhances coursework with guest lectures, workshops, and discussions.\u003c/p>\n\u003cp>“We always ask the big ‘Why?’ questions,” says Bruijnzeels. “Why is this important? What do you want to do with it in your professional life?” Students and faculty learn from one another. Both learn from guest experts from arts and other cultural institutions who share their own experience of adapting to societal change.\u003c/p>\n\u003cp>The biggest challenge, says Bruijnzeels, is to transfer knowledge and inspiration back into the working libraries rather than letting them rest within the student or the school. To this end, each student takes on an innovation project that can be explored at the LibrarySchool and developed in his or her own library. By working with two or three “study buddies” at their libraries, students are able to share their thinking and learning in the workplace. Study buddies, like LibrarySchool alumni, are also welcome to participate in free-space activities.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"color: #ff6600;\">CREATING A CULTURE OF INNOVATION\u003c/span>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The ultimate goal is to infuse today’s libraries with new ways of thinking. “We hope this library school will create real true core innovators for public libraries,” says Bert Mulder, curator of the LibrarySchool’s free space, in a recent appearance on the Dutch program \u003cem>This Week in Libraries\u003c/em>. These are “people who are able to be change agents, people who are able to see long-term developments, and then take those and translate them into valid library solutions.” People who can help libraries create a culture of innovation. Sustainable innovation.\u003c/p>\n\u003cp>Bruijnzeels plans to enroll 15 students a year, and eventually to engage each of the 140 Dutch public libraries in some form of LibrarySchool activity. Within the next three years, he hopes to have a clear view of “the role of public libraries in this century based on what’s happening now, the impact that will have on the profile of the librarian, and what that means for the education of librarians.”\u003c/p>\n\u003cp>As the school models the qualities in aims to instill in its students—collaborative partnering, continuous learning and innovation, and active participation—that view will be a dynamic one. The learning will continue as libraries continue to evolve. “Once you are a student of the LibrarySchool,” says Bruijnzeels, “you are always a student of the LibrarySchool.”\u003c/p>\n\u003ch5>\u003cem>Laurie L. Putnam is a California-based teacher, librarian, and\u003c/em>\u003cem> communications consultant. She blogs at \u003ca href=\"http://www.nextlibraries.org\">Next Libraries\u003c/a>.\u003c/em>\u003c/h5>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/creating-the-library-of-tomorrow-from-the-ground-up/2266388742_6b6584011f_z/\" rel=\"attachment wp-att-18134\">\u003cimg class=\"size-medium wp-image-18134\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/2266388742_6b6584011f_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Paul Lowry\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.nextlibraries.org/2012/01/designing-a-new-kind-of-library-education/\">By Laurie Putnam\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap\">The public library hums. Readers peruse e-books and job seekers attend workshops. Teens organize poetry slams, and students work together on school assignments. Librarians plan programs, help researchers online, and digitize collections of all shapes and sizes. All around the world, today’s libraries are serving their communities in new and different ways.\u003c/p>\n\u003cp>But is that enough for tomorrow’s library?\u003c/p>\n\u003cp>We \u003cem>do\u003c/em> need to promote modern, relevant services in our current libraries, says Rob Bruijnzeels, founder and rector of the \u003ca href=\"http://www.libraryschool.nl/LibrarySchool/Home.html\">Dutch LibrarySchool\u003c/a>. For the long term, however, Bruijnzeels believes that libraries need more than modernizing: They need rethinking, and they need librarians who think differently.\u003c/p>\n\u003cp>“We can’t just refresh the library of the twentieth century anymore. There is so much more going on now,” says Bruijnzeels. “We think we need a new kind of public library, a new \u003cem>process\u003c/em> for public libraries. We need something completely different. What it is, we don’t know for sure, but let’s have a try.”\u003c/p>\n\u003cp>To give us a collective try, Bruijnzeels started the LibrarySchool, a new university program designed to educate a new wave of librarians. It’s both an academic program and an incubator of ideas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600;\">\"We need something completely different. What it is, we don’t know for sure, but let’s have a try.\"\u003c/span>\u003c/aside>\n\u003cp>While no one knows quite what the library of the 21st century will be, the faculty and students at the LibrarySchool aren’t afraid to experiment. In times of radical change, they believe, old paradigms no longer apply. Rapid cultural, technological, and societal shifts are changing how people consume information and use libraries.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the Netherlands, dramatic budget cuts have threatened the closure of one-third of the nation’s public libraries. And with a large percentage of librarians nearing retirement, a significant shift in \u003c!--more-->the makeup of library staff is imminent. Many in the library community are looking for new ideas.\u003cem>\u003c/em>\u003c/p>\n\u003cp>The LibrarySchool aims to cultivate those ideas. Several years in the making, shaped by an intensive pilot program that helped define the curriculum, the LibrarySchool opened in September 2011. A collaborative program of the Netherlands Open University and major Dutch public libraries, the LibrarySchool is supported by corporate sponsorships.\u003c/p>\n\u003cp>Dutch librarians are typically trained in undergraduate programs, and until now, no Dutch university offered a master’s degree that focused on public libraries. Offering a new opportunity for advanced study, the LibrarySchool is designed as a training ground for innovators. It’s a place where people who currently work in libraries can look at the broader context of culture, technology, and society, and see new roles for the library. A place where they can create and share ideas, try them out in their libraries, and encourage others to do the same.\u003c/p>\n\u003cp>Librarianship “used to be about building your collection, cataloging it, and making it accessible to people,” says Bruijnzeels. “Today those three things are completely different from when most library schools were designed. In our school we want to look for a new process, which is about imagination, technology, and participation. These days the public library might \u003cem>start\u003c/em> with the books on the shelves and the e-books, but it’s really about content and context and meaning and sharing information, which are completely different processes from what we learned 25 to 30 years ago.”\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"color: #ff6600;\">RESHUFFLING OUR BRAINS\u003c/span>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The LibrarySchool merges learning, working, and innovating in a new kind of university program. Coursework moves into the library, where experiments are tested, and the library infiltrates the classroom, as colleagues join discussions and ideas are debated. Guest speakers from other disciplines bring alternative perspectives. “School” becomes an open learning network.\u003c/p>\n\u003cp>Students bring assorted cultural and professional backgrounds, focusing a powerful mix of qualities, experiences, and skills on the future of libraries. The inaugural class is made up of nine students, young librarians entering the profession with fresh energy mingling with dedicated librarians, midcareer, who say, “We want to learn more and reshuffle our brains,” according to Bruijnzeels. They come from public libraries small and large across the Netherlands and Belgium, where they continue to work in professional positions while they participate in the LibrarySchool program part-time.\u003c/p>\n\u003cp>All begin with a required one-year certificate that addresses core themes:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>The library\u003c/strong>\u003cstrong> and culture\u003c/strong>, which examines the role of the public library as a cultural institution in an era of changing cultural values.\u003c/li>\n\u003cli>\u003cstrong>The library\u003c/strong>\u003cstrong> and technology\u003c/strong>, which looks at opportunities to add value to learning, knowledge, and libraries through new technologies.\u003c/li>\n\u003cli>\u003cstrong>The library\u003c/strong>\u003cstrong> and society\u003c/strong>, which explores the past, present, and future role of the library in a participatory society.\u003c/li>\n\u003cli>\u003cstrong>The library\u003c/strong>\u003cstrong> and organization\u003c/strong>, which focuses on management and operational aspects of dynamic environments.\u003c/li>\n\u003c/ul>\n\u003cp>Courses are taught in Dutch, by Open University professors, through a distance learning system. After completing the certificate program, students may continue for two more years and earn their choice of several master’s degrees, depending on their specializations. Student research interests have led to the possibility of adding a PhD program as well.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cspan style=\"color: #ff6600;\">\"It’s really about content and context and meaning and sharing information, which are completely different processes from what we learned 25 to 30 years ago.”\u003c/span>\u003c/aside>\n\u003cp>Every two months, students, faculty, and guest speakers come together in Amsterdam to discuss the future of libraries. The sessions create a “free space” that gives students an opportunity to share what they’re learning and enhances coursework with guest lectures, workshops, and discussions.\u003c/p>\n\u003cp>“We always ask the big ‘Why?’ questions,” says Bruijnzeels. “Why is this important? What do you want to do with it in your professional life?” Students and faculty learn from one another. Both learn from guest experts from arts and other cultural institutions who share their own experience of adapting to societal change.\u003c/p>\n\u003cp>The biggest challenge, says Bruijnzeels, is to transfer knowledge and inspiration back into the working libraries rather than letting them rest within the student or the school. To this end, each student takes on an innovation project that can be explored at the LibrarySchool and developed in his or her own library. By working with two or three “study buddies” at their libraries, students are able to share their thinking and learning in the workplace. Study buddies, like LibrarySchool alumni, are also welcome to participate in free-space activities.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"color: #ff6600;\">CREATING A CULTURE OF INNOVATION\u003c/span>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The ultimate goal is to infuse today’s libraries with new ways of thinking. “We hope this library school will create real true core innovators for public libraries,” says Bert Mulder, curator of the LibrarySchool’s free space, in a recent appearance on the Dutch program \u003cem>This Week in Libraries\u003c/em>. These are “people who are able to be change agents, people who are able to see long-term developments, and then take those and translate them into valid library solutions.” People who can help libraries create a culture of innovation. Sustainable innovation.\u003c/p>\n\u003cp>Bruijnzeels plans to enroll 15 students a year, and eventually to engage each of the 140 Dutch public libraries in some form of LibrarySchool activity. Within the next three years, he hopes to have a clear view of “the role of public libraries in this century based on what’s happening now, the impact that will have on the profile of the librarian, and what that means for the education of librarians.”\u003c/p>\n\u003cp>As the school models the qualities in aims to instill in its students—collaborative partnering, continuous learning and innovation, and active participation—that view will be a dynamic one. The learning will continue as libraries continue to evolve. “Once you are a student of the LibrarySchool,” says Bruijnzeels, “you are always a student of the LibrarySchool.”\u003c/p>\n\u003ch5>\u003cem>Laurie L. Putnam is a California-based teacher, librarian, and\u003c/em>\u003cem> communications consultant. She blogs at \u003ca href=\"http://www.nextlibraries.org\">Next Libraries\u003c/a>.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Ready, Set, Invent! The Google Science Fair is Launched",
"title": "Ready, Set, Invent! The Google Science Fair is Launched",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_13832\" class=\"wp-caption left\" style=\"max-width: 274px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/what-role-do-corporations-play-in-supporting-stem-education/smithsonian_science-2/\" rel=\"attachment wp-att-13832\">\u003cimg class=\"size-full wp-image-13832\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/smithsonian_science1.jpg\" alt=\"\" width=\"274\" height=\"274\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1.jpg 274w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-75x75.jpg 75w\" sizes=\"(max-width: 274px) 100vw, 274px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Taking the traditional science fair out of the school gymnasium and placing it on the Web, Google launched its \u003ca href=\"http://www.google.com/events/sciencefair/\">2012 Global Science Fair\u003c/a> yesterday, a follow-up to last year's inaugural event.\u003c/p>\n\u003cp>The fair is open to any student (age 13 to 18) from anywhere who has access to the Internet and to a Web browser.\u003c/p>\n\u003cp>This year, Google is taking the \"global\" aspect of the contest seriously, allowing submissions in 13 different languages (last year's were only accepted in English). The company will also select 90 regional finalists -- 30 from the Americas, 30 from the Asia-Pacific region, and 30 from Europe and Africa. It's about \"guaranteeing more global coverage,\" says Maggie Johnson, Google Director of Education and a Google Science Fair judge.\u003c/p>\n\u003cp>As with last year's event, Google has assembled a prestigious judging panel that includes Google Internet Evangelist Vint Cerf and particle physicist and Nobel Prize winner. And the prizes for the winners are not insignificant: the grand prize is a $50,000 scholarship, a trip to the Galapagos lead by a National Geographic Explorer, a hands-on internship at Google, CERN or LEGO, access to the Scientific American archives for their school and a personalized LEGO trophy. Two other finalists will each receive $25,000 scholarships, access to the Scientific American archives, and a LEGO trophy.\u003c/p>\n\u003cp>In response to last year's criticism from \u003ca href=\"http://www.nytimes.com/2011/04/04/technology/04fair.html\">the New York Times\u003c/a> questioning whether the event was simply a marketing ploy to expose students to Google products (you can read the MindShift take on it \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/is-googles-science-fair-just-a-marketing-ploy/\">here\u003c/a>), Johnson addressed the company's the motivation behind the fair.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Johnson pointed out that the science fair does not require that students use Google products for anything more than the submission process (they must use a Google Sites template for that part). \u003c!--more-->That standardization is necessary, she argues, since the company is hoping to exceed the number of submissions it received last year (over 10,000 students from 90 countries submitted their science projects to the 2011 competition).\u003c/p>\n\u003cfigure id=\"attachment_18123\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://googleblog.blogspot.com/2011/07/hats-off-to-winners-of-inaugural-google.html\">\u003cimg class=\"size-medium wp-image-18123\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/1PvSBOYQybrVDiv-1M91Ep3h-SkFcR0g-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Last year's Google Science Fair winners.\u003c/figcaption>\u003c/figure>\n\u003cp>Johnson also contends that scientific experimentation is a crucial part of Google's corporate DNA. Indeed, the company was founded by two young computer science students back in 1996 who had a hypothesis that all the information on the Web could be cataloged and searched. Johnson says that scientific exploration and experimentation remain important to the company's existence to this day, and that Google wants to help encourage this same sort of curiosity among the next generation.\u003c/p>\n\u003cp>As such, it's particularly important that the entire process occurs online. It isn't simply that science fairs may be waning in their off-line manifestations. There's something about the accessibility of the Web that makes it easier for students to present their findings. And to do so in an online forum may actually encourage those who might otherwise find the process intimidating to participate in science fairs. Standing next to your project in the school auditorium can be daunting. Submitting it via an online form, much less so. Could this lack of a public performance -- at least in the submission stages -- make the Google Science Fair more appealing to girls, for example?\u003c/p>\n\u003cp>Last year, the top prizes at the Google Science Fair went to girls \u003ca href=\"http://www.readwriteweb.com/archives/google_announces_the_winners_of_its_first_science.php\">went to girls.\u003c/a> Google doesn't ask for gender as part of the submission process, so it's not looking to highlight girls' scientific achievements. But Google has added a new prize this year -- a \"Science in Action\" award sponsored by Scientific American, that will go to a project that addresses \"a social, environmental or health issue to make a practical difference in the lives of a group or community.\"\u003c/p>\n\u003cp>And having that practical, community-oriented focus may attract girls to STEM projects (more so than, say, \"science for science's sake.\")\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Submissions for the second Google Global Science Fair begin today and run through April 1.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13832\" class=\"wp-caption left\" style=\"max-width: 274px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/what-role-do-corporations-play-in-supporting-stem-education/smithsonian_science-2/\" rel=\"attachment wp-att-13832\">\u003cimg class=\"size-full wp-image-13832\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/smithsonian_science1.jpg\" alt=\"\" width=\"274\" height=\"274\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1.jpg 274w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-75x75.jpg 75w\" sizes=\"(max-width: 274px) 100vw, 274px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Taking the traditional science fair out of the school gymnasium and placing it on the Web, Google launched its \u003ca href=\"http://www.google.com/events/sciencefair/\">2012 Global Science Fair\u003c/a> yesterday, a follow-up to last year's inaugural event.\u003c/p>\n\u003cp>The fair is open to any student (age 13 to 18) from anywhere who has access to the Internet and to a Web browser.\u003c/p>\n\u003cp>This year, Google is taking the \"global\" aspect of the contest seriously, allowing submissions in 13 different languages (last year's were only accepted in English). The company will also select 90 regional finalists -- 30 from the Americas, 30 from the Asia-Pacific region, and 30 from Europe and Africa. It's about \"guaranteeing more global coverage,\" says Maggie Johnson, Google Director of Education and a Google Science Fair judge.\u003c/p>\n\u003cp>As with last year's event, Google has assembled a prestigious judging panel that includes Google Internet Evangelist Vint Cerf and particle physicist and Nobel Prize winner. And the prizes for the winners are not insignificant: the grand prize is a $50,000 scholarship, a trip to the Galapagos lead by a National Geographic Explorer, a hands-on internship at Google, CERN or LEGO, access to the Scientific American archives for their school and a personalized LEGO trophy. Two other finalists will each receive $25,000 scholarships, access to the Scientific American archives, and a LEGO trophy.\u003c/p>\n\u003cp>In response to last year's criticism from \u003ca href=\"http://www.nytimes.com/2011/04/04/technology/04fair.html\">the New York Times\u003c/a> questioning whether the event was simply a marketing ploy to expose students to Google products (you can read the MindShift take on it \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/is-googles-science-fair-just-a-marketing-ploy/\">here\u003c/a>), Johnson addressed the company's the motivation behind the fair.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Johnson pointed out that the science fair does not require that students use Google products for anything more than the submission process (they must use a Google Sites template for that part). \u003c!--more-->That standardization is necessary, she argues, since the company is hoping to exceed the number of submissions it received last year (over 10,000 students from 90 countries submitted their science projects to the 2011 competition).\u003c/p>\n\u003cfigure id=\"attachment_18123\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://googleblog.blogspot.com/2011/07/hats-off-to-winners-of-inaugural-google.html\">\u003cimg class=\"size-medium wp-image-18123\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/1PvSBOYQybrVDiv-1M91Ep3h-SkFcR0g-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Last year's Google Science Fair winners.\u003c/figcaption>\u003c/figure>\n\u003cp>Johnson also contends that scientific experimentation is a crucial part of Google's corporate DNA. Indeed, the company was founded by two young computer science students back in 1996 who had a hypothesis that all the information on the Web could be cataloged and searched. Johnson says that scientific exploration and experimentation remain important to the company's existence to this day, and that Google wants to help encourage this same sort of curiosity among the next generation.\u003c/p>\n\u003cp>As such, it's particularly important that the entire process occurs online. It isn't simply that science fairs may be waning in their off-line manifestations. There's something about the accessibility of the Web that makes it easier for students to present their findings. And to do so in an online forum may actually encourage those who might otherwise find the process intimidating to participate in science fairs. Standing next to your project in the school auditorium can be daunting. Submitting it via an online form, much less so. Could this lack of a public performance -- at least in the submission stages -- make the Google Science Fair more appealing to girls, for example?\u003c/p>\n\u003cp>Last year, the top prizes at the Google Science Fair went to girls \u003ca href=\"http://www.readwriteweb.com/archives/google_announces_the_winners_of_its_first_science.php\">went to girls.\u003c/a> Google doesn't ask for gender as part of the submission process, so it's not looking to highlight girls' scientific achievements. But Google has added a new prize this year -- a \"Science in Action\" award sponsored by Scientific American, that will go to a project that addresses \"a social, environmental or health issue to make a practical difference in the lives of a group or community.\"\u003c/p>\n\u003cp>And having that practical, community-oriented focus may attract girls to STEM projects (more so than, say, \"science for science's sake.\")\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Submissions for the second Google Global Science Fair begin today and run through April 1.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Girls and Math: Busting the Stereotype",
"title": "Girls and Math: Busting the Stereotype",
"headTitle": "GROWTH MINDSET | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_27099\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27099\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/3597217248_993f5a7ef5_z-620x356.jpg\" alt=\"3597217248_993f5a7ef5_z\" width=\"620\" height=\"356\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Do girls need special attention\u003c/strong> when it comes to science, math, and technology topics? In response to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers\">last week's article\u003c/a> about Techbridge, the after-school science program specifically geared to girls, some readers strongly refuted the notion that girls need the extra nudge.\u003c/p>\n\u003cp>\"'Steering' something suggests directing it in a path it would not normally, of its own inclination, go!\" wrote reader Julian Penrod. \"The very title connotes a program to give an impression of female overall interest in the hard sciences, even though it wouldn't necessarily, on its own, exist. In other words, a fraud.\"\u003c/p>\n\u003cp>The reader raises a subtle but important issue -- but it goes much deeper than that. According to Claude Steele, author of \u003cem>Whistling Vivaldi and Other Clues to How Stereotypes Affect Us, \u003c/em>it's not that girls \u003cem>aren't\u003c/em> necessarily interested in science and math, it's whether they're discouraged from following their interests because of the persistent stereotype that girls aren't good at that sort of thing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #888888\">\"The idea of the 'gift-that-girls-don’t-have' is likely to be a key part of what’s keeping them from pursuing those careers.\"\u003c/span>\u003c/aside>\n\u003cp>Steele has examined this very phenomenon closely for years and has identified it as a stereotype threat. The issue is much more complex than the very basic tendencies of what naturally interests either gender. Steele pinpoints the problem to what happens \u003cem>after\u003c/em> girls follow their interests in science and math studies, when inevitable obstacles come up.\u003c/p>\n\u003cp>\"When you perform in science and math... in the larger society you're stereotyped as not being good at it,\" Steele says of girls. \"You experience a little frustration, you say, 'Am I confirming that stereotype and am I going to be seen to confirm that stereotype? Am I going to have to live under this pressure for the rest of my life if I choose this as a career?' So there's a pressure coming just from those stereotypes that discourages women from engaging in those fields and, and staying in those fields even when their skills and abilities are A-plus. So that's an extra burden.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Steele says it's a subtle but crucial mindset that can make the difference between a girl choosing to go into a STEM field -- or trying harder on a math or science test -- and choosing not to.\u003c!--more-->\u003c/p>\n\u003cp>Stanford researcher Carol Dweck, who wrote \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCEQFjAA&url=https%3A%2F%2Fwww.stanford.edu%2Fdept%2Fpsychology%2Fcgi-bin%2Fdrupalm%2Fsystem%2Ffiles%2Fcdweckmathgift.pdf&ei=JX4MT-_wCeiWiQLfw5ijBA&usg=AFQjCNGvR9Hdl5DZJbFmB8us0G9Zo2FnnQ&sig2=OO3737IZEYKrXAN6xsL9hg\">\u003cem>Is Math a Gift? Beliefs That Put Females at Risk\u003c/em>\u003c/a>, takes it one step further. Dweck has researched the topic of stereotypes, natural aptitude, and how \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">praising effort or intelligence can be harmful\u003c/a>, and she's come up with a thought-provoking conclusion.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>Read more:\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/#comments\">\u003cspan style=\"color: #888888\">Steering Girls to Science and Tech Careers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">\u003cspan style=\"color: #888888\">Can Everyone Be Smart at Everything?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/ada-lovelace-day-celebrates-women-in-stem/\">\u003cspan style=\"color: #888888\">Ada Lovelave Celebrates Women in STEM\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"One of the most damaging aspects of the 'gift' mentality is that it makes us think we can know in advance who has the gift. This, I believe, is what makes us try to identify groups who have it and groups who don’t—as in 'boys have it and girls don’t,'\" Dweck writes. \"Can anyone say for sure that there isn’t some gift that makes males better at math and science? What we can say is that many females have all the ability they need for successful careers in math-related and scientific fields and that the idea of the 'gift-that-girls-don’t-have' is likely to be a key part of what’s keeping them from pursuing those careers.\"\u003c/p>\n\u003cp>\u003ca href=\"http://blogs.berkeley.edu/author/rmendoza-denton/\">Rodolfo Mendoza-Denton\u003c/a>, associate professor of psychology at UC Berkeley, has also researched the phenomenon and says these detrimental stereotypes are enmeshed in our culture. “It’s pervasive in our cultural narrative,” he said at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a>. “‘I’m not this kind of learner or that kind of learner. I’m good at words, but not math.’... It’s a theory about how the world works.\"\u003c/p>\n\u003cp>Societies without these stereotypes don't impose the same burden, Steele says, and as a result, there are a great deal more women engaging in science and math-based fields. \"Poland, India, parts of Asia, where there are many more women participating in math and STEM fields, the stereotype is much weaker. The girls going into those fields don't experience the same pressure they do in a society like ours where relatively few women participate in these fields. That strengthens the stereotype and the pressure they can feel.\"\u003c/p>\n\u003cp>Where do these stereotypes come from? Cues from the environment that suggest there aren't many women in this field, Steele says. In short, a self-fulfilling prophecy. \"The pictures on the wall don't show many women as famous mathematicians,\" Steele says. \"Examples used in math classes are more boy-oriented than girl-oriented.\"\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>THE FIX\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>It all comes down to our understanding (and thus, kids' understanding) that it's not about a fixed set of abilities, but about what can be learned. Dweck observed in her study that, by the end of eighth grade, \"there is a considerable gap between females and males in their math grades— but only for those students who believed that intellectual skills are a gift. When we look at students who believed that intellectual ability could be expanded, the gap is almost gone.\"\u003c/p>\n\u003cp>If we as a society understand that ability is expandable and incrementable, and subject to deliberate practice, the impact of being stereotyped can be dramatically reduced, Steele adds. Schools should practice this strategy, and parents should create an atmosphere at home that learning math and science can be as challenging for girls as for boys -- and that the fun lives in solving the challenge.\u003c/p>\n\u003cp>At Techbridge, the after-school science and math program for girls, founder Linda Kekellis says the exposure to women role models has gone a long way in making careers in STEM fields a real possibility for students. She says more than 95 percent of girls believe engineering is a good career choice for women.\u003c/p>\n\u003cp>\"We've tracked back to some of our girls who have graduated from Techbridge and have found that a large percentage of them are studying science and engineering in college and are planning to have careers in those fields,\" she says.\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_27099\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27099\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/3597217248_993f5a7ef5_z-620x356.jpg\" alt=\"3597217248_993f5a7ef5_z\" width=\"620\" height=\"356\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Do girls need special attention\u003c/strong> when it comes to science, math, and technology topics? In response to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers\">last week's article\u003c/a> about Techbridge, the after-school science program specifically geared to girls, some readers strongly refuted the notion that girls need the extra nudge.\u003c/p>\n\u003cp>\"'Steering' something suggests directing it in a path it would not normally, of its own inclination, go!\" wrote reader Julian Penrod. \"The very title connotes a program to give an impression of female overall interest in the hard sciences, even though it wouldn't necessarily, on its own, exist. In other words, a fraud.\"\u003c/p>\n\u003cp>The reader raises a subtle but important issue -- but it goes much deeper than that. According to Claude Steele, author of \u003cem>Whistling Vivaldi and Other Clues to How Stereotypes Affect Us, \u003c/em>it's not that girls \u003cem>aren't\u003c/em> necessarily interested in science and math, it's whether they're discouraged from following their interests because of the persistent stereotype that girls aren't good at that sort of thing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #888888\">\"The idea of the 'gift-that-girls-don’t-have' is likely to be a key part of what’s keeping them from pursuing those careers.\"\u003c/span>\u003c/aside>\n\u003cp>Steele has examined this very phenomenon closely for years and has identified it as a stereotype threat. The issue is much more complex than the very basic tendencies of what naturally interests either gender. Steele pinpoints the problem to what happens \u003cem>after\u003c/em> girls follow their interests in science and math studies, when inevitable obstacles come up.\u003c/p>\n\u003cp>\"When you perform in science and math... in the larger society you're stereotyped as not being good at it,\" Steele says of girls. \"You experience a little frustration, you say, 'Am I confirming that stereotype and am I going to be seen to confirm that stereotype? Am I going to have to live under this pressure for the rest of my life if I choose this as a career?' So there's a pressure coming just from those stereotypes that discourages women from engaging in those fields and, and staying in those fields even when their skills and abilities are A-plus. So that's an extra burden.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Steele says it's a subtle but crucial mindset that can make the difference between a girl choosing to go into a STEM field -- or trying harder on a math or science test -- and choosing not to.\u003c!--more-->\u003c/p>\n\u003cp>Stanford researcher Carol Dweck, who wrote \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCEQFjAA&url=https%3A%2F%2Fwww.stanford.edu%2Fdept%2Fpsychology%2Fcgi-bin%2Fdrupalm%2Fsystem%2Ffiles%2Fcdweckmathgift.pdf&ei=JX4MT-_wCeiWiQLfw5ijBA&usg=AFQjCNGvR9Hdl5DZJbFmB8us0G9Zo2FnnQ&sig2=OO3737IZEYKrXAN6xsL9hg\">\u003cem>Is Math a Gift? Beliefs That Put Females at Risk\u003c/em>\u003c/a>, takes it one step further. Dweck has researched the topic of stereotypes, natural aptitude, and how \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">praising effort or intelligence can be harmful\u003c/a>, and she's come up with a thought-provoking conclusion.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>Read more:\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/#comments\">\u003cspan style=\"color: #888888\">Steering Girls to Science and Tech Careers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">\u003cspan style=\"color: #888888\">Can Everyone Be Smart at Everything?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/ada-lovelace-day-celebrates-women-in-stem/\">\u003cspan style=\"color: #888888\">Ada Lovelave Celebrates Women in STEM\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"One of the most damaging aspects of the 'gift' mentality is that it makes us think we can know in advance who has the gift. This, I believe, is what makes us try to identify groups who have it and groups who don’t—as in 'boys have it and girls don’t,'\" Dweck writes. \"Can anyone say for sure that there isn’t some gift that makes males better at math and science? What we can say is that many females have all the ability they need for successful careers in math-related and scientific fields and that the idea of the 'gift-that-girls-don’t-have' is likely to be a key part of what’s keeping them from pursuing those careers.\"\u003c/p>\n\u003cp>\u003ca href=\"http://blogs.berkeley.edu/author/rmendoza-denton/\">Rodolfo Mendoza-Denton\u003c/a>, associate professor of psychology at UC Berkeley, has also researched the phenomenon and says these detrimental stereotypes are enmeshed in our culture. “It’s pervasive in our cultural narrative,” he said at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a>. “‘I’m not this kind of learner or that kind of learner. I’m good at words, but not math.’... It’s a theory about how the world works.\"\u003c/p>\n\u003cp>Societies without these stereotypes don't impose the same burden, Steele says, and as a result, there are a great deal more women engaging in science and math-based fields. \"Poland, India, parts of Asia, where there are many more women participating in math and STEM fields, the stereotype is much weaker. The girls going into those fields don't experience the same pressure they do in a society like ours where relatively few women participate in these fields. That strengthens the stereotype and the pressure they can feel.\"\u003c/p>\n\u003cp>Where do these stereotypes come from? Cues from the environment that suggest there aren't many women in this field, Steele says. In short, a self-fulfilling prophecy. \"The pictures on the wall don't show many women as famous mathematicians,\" Steele says. \"Examples used in math classes are more boy-oriented than girl-oriented.\"\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>THE FIX\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>It all comes down to our understanding (and thus, kids' understanding) that it's not about a fixed set of abilities, but about what can be learned. Dweck observed in her study that, by the end of eighth grade, \"there is a considerable gap between females and males in their math grades— but only for those students who believed that intellectual skills are a gift. When we look at students who believed that intellectual ability could be expanded, the gap is almost gone.\"\u003c/p>\n\u003cp>If we as a society understand that ability is expandable and incrementable, and subject to deliberate practice, the impact of being stereotyped can be dramatically reduced, Steele adds. Schools should practice this strategy, and parents should create an atmosphere at home that learning math and science can be as challenging for girls as for boys -- and that the fun lives in solving the challenge.\u003c/p>\n\u003cp>At Techbridge, the after-school science and math program for girls, founder Linda Kekellis says the exposure to women role models has gone a long way in making careers in STEM fields a real possibility for students. She says more than 95 percent of girls believe engineering is a good career choice for women.\u003c/p>\n\u003cp>\"We've tracked back to some of our girls who have graduated from Techbridge and have found that a large percentage of them are studying science and engineering in college and are planning to have careers in those fields,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"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.",
"airtime": "SUN 2pm",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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},
"science-friday": {
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
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