Those of you old enough to remember may recall that on October 27, 1975, Bruce Springsteen made the covers of both Newsweek and Time. In one of the accompanying articles, Jon Landau, a critic for Rolling Stone, declared "I have seen the future of rock and roll, and his name is Bruce Springsteen." Well, although not on the cover, Kindle 2, Amazon’s digital reader, was featured in the March 30, 2009 issues of both Newsweek and Time, and once again it seems fair to claim that we are seeing the future here.
Several years ago, when the first speculations were voiced that books were dead, killed by digital readers, I scoffed. But now, although I’ve not (yet) used a Kindle, I believe that it’s only a matter of time before we are all using digital devices to pursue our reading. Already the advantages of a Kindle are clear, such as adjustable font size, an on board dictionary which allows looking up unfamiliar words while reading, and the ability to carry around up to 1,500 books in a small, light-weight package. (Imagine students no longer lugging around 30 pound book bags because all of their reading materials are on their digital reader!)
Are books dead -- probably not. There are some things for which paper seems to be (inherently?) better suited, such as graphics. Art books and picture books are not going away tomorrow, or even next year. I expect that digital and print will coexist as complementary technologies because they each possess individual, unique strengths. I also expect that many of us who are old enough to have read those articles in Newsweek and Time about the Boss in 1975 may never give up the comfort and familiarity of holding, reading and owning books. But for those who have grown up reading text on computers there is an “of course-ness” that applies to digital readers. It is just the way things are.
All of this has enormous implications for libraries. Digital technology has already transformed libraries. (Remember card catalogs? Can't come into the David A. Nims Library at this moment? Well, you can search the catalog right now here.) EBooks and online databases bring library resources to you wherever you have Internet access. And just as the Internet hasn't made libraries obsolete but rather, more accessible, more necessary and more vital, digital readers will dramatically increase library circulations. When we're no longer amassing walls of books in our homes to represent our personal interests and our educational and cultural achievements, but we want books just to read, why would we pay for a digital download when we can borrow it from our library for free?
We're still at the beginning with all of this, and our sense of what will develop in the future is only emerging, but with the theoretical prospect of having "every book ever printed, in any language, all available in under 60 seconds" [Note: this is Amazon's stated goal with the Kindle], this is a very interesting time.
Wednesday, March 25, 2009
Monday, March 09, 2009
Standards for the 21st-Century Learner
Recently the American Association of School Librarians published Standards for the 21st-Century Learner, a document which details learner use skills, resources, and tools necessary for students to become effective, independent and responsible life-long learners. In addition to these learning standards, the AASL is also working on indicators and assessments for the new learning standards (to be published in the winter of 2009), and related guidelines for school library media programs.
In future posts I will report on specific skills, dispositions in action, responsibilities, and self-assessment strategies related to the standards; here I want to present the common beliefs upon which these standards for the 21st century are built.
The first common belief is that reading is a window to the world. Of course this seems to go without saying, but in fact it is important to acknowledge and remind ourselves that reading is a foundational skill for learning. Reading is one of the essential skills that educators teach, and it involves not only "decoding and comprehension but also interpretation and the development of new understandings."
Second is that inquiry provides a framework for learning. Essentially, this means that for learning to occur, students must have not only skills, but the disposition to use those skills, coupled with an understanding of their own responsibilities, and self-assessment strategies. Inquiry involves skills, disposition to use those skills, a sense of responsibly and self-assessment.
Third, ethical behavior in the use of information must be taught. Students are taught to "seek diverse perspectives, gather and use information ethically, and use social tools responsibly and safely."
Fourth, technology skills are crucial for future employment needs. Moreover, it must be noted that technology skills are critical not only for future employment, but also learning, both in the future and now.
The final common belief upon which the standards for 21st-century learning are built is that equitable access is a key component for learning. Whereas the first four common beliefs apply to the learner, this fifth applies to the institutional context. Schools are obligated to provide equal access "to books and reading, to information, and to information technology in an environment that is safe and conducive to learning."
The AASL's Standards for the 21st-Century Learner provide a clear statement of what are the appropriate and necessary ingredients in a productive learning environment. Schools and school library media centers will benefit from this clarity.
To see the full Standards document, go to the AASL's web site.
In future posts I will report on specific skills, dispositions in action, responsibilities, and self-assessment strategies related to the standards; here I want to present the common beliefs upon which these standards for the 21st century are built.
The first common belief is that reading is a window to the world. Of course this seems to go without saying, but in fact it is important to acknowledge and remind ourselves that reading is a foundational skill for learning. Reading is one of the essential skills that educators teach, and it involves not only "decoding and comprehension but also interpretation and the development of new understandings."
Second is that inquiry provides a framework for learning. Essentially, this means that for learning to occur, students must have not only skills, but the disposition to use those skills, coupled with an understanding of their own responsibilities, and self-assessment strategies. Inquiry involves skills, disposition to use those skills, a sense of responsibly and self-assessment.
Third, ethical behavior in the use of information must be taught. Students are taught to "seek diverse perspectives, gather and use information ethically, and use social tools responsibly and safely."
Fourth, technology skills are crucial for future employment needs. Moreover, it must be noted that technology skills are critical not only for future employment, but also learning, both in the future and now.
The final common belief upon which the standards for 21st-century learning are built is that equitable access is a key component for learning. Whereas the first four common beliefs apply to the learner, this fifth applies to the institutional context. Schools are obligated to provide equal access "to books and reading, to information, and to information technology in an environment that is safe and conducive to learning."
The AASL's Standards for the 21st-Century Learner provide a clear statement of what are the appropriate and necessary ingredients in a productive learning environment. Schools and school library media centers will benefit from this clarity.
To see the full Standards document, go to the AASL's web site.
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