Today I have decided to base the professional development activity for the topic 'Digital Materials / Resources and Emerging Technologies' in the INF330 assessment on using a new technology. For this I have taught myself how to use the virtual world game Second Life (http://secondlife.com/), as I have an interest in learning how virtual games could benefit children's learning. It has also been found 'the fastest growing demographic of virtual world users is children between the ages of 5 and 9' (Marsh, 2011, p. 103).
To start in Second Life, the website asks you to design your own character. I chose a slightly gothic looking lady and called it The Quiet Librarian. It takes about an hour to download all the bits necessary to run, then when you're ready you can open it and take off. It didn't take me long to figure out the basics to Second Life. The arrows on the keyboard moved my character around (though it does look very odd, not a normal walking motion), and the tabs on the screen allowed me to chat to others in the room or search and teleport to another world. I teleported myself to the Illumination Library (designed and owned by Second Life Literary Foundation) and clicked on an item marked as Daniel Defoe's 'Robinson Crusoe'. I was able to read the book via a link to a webpage (not in the Second Life screen). My computer is very slow so it wasn't the best experience. It was interesting to see what a virtual world game involves, and how easy it is to take part.
Virtual worlds, such as Second Life, have been designed to help people communicate with others without leaving the computer. This is a great benefit when children cannot travel to a classroom or library easily. But is this an ideal place for children? Long periods of play in the virtual world could affect a child's social skills, as 'children who play these games would see less of a distinction between
their online friends and real friends; virtually socializing might be
just as fulfilling as a Friday night party. And they would be more
likely to participate actively in their own entertainment, clicking at
the keyboard instead of leaning back on the couch' (Stone, 2010).
References:
Marsh, S. (2011). Young children's literacy practices in a virtual world: Establishing an online interaction order. Reading Research Quarterly, 46(2), 101-118.
Stone, B. (2010, January 9). The children of cyberspace: Old fogies by their 20s. Retrieved from http://www.nytimes.com
Sunday, May 19, 2013
Thursday, May 16, 2013
INF330 Professional Development Activity Assessment :: Young People's Book Awards
The blog post topic I will write today for my INF330 assessment is on 'Young People's Book Awards', and I have decided to write a book review for the professional development activity. I have chosen 'The Runaway Hug by Nick Bland, winner of Early Childhood Book of the Year 2012 as per The Children's Book Council of Australia (2012). These books are chosen by the Children's Book Council of Australia judges, 'who primarily consider literary merit, with the quality of illustrations also important in the EC (Early Childhood) category in particular. PB (Picture books) is different : the text and the illustrations must achieve artistic and literary unity' (The Children's Book Council of Australia, 2012).
I must admit I have been looking forward to this part of the INF330 assessment, as it means I can also read some children's literature in preparation for my little one due in August!
The Runaway Hug
Author: Nick Bland
Illustrator: Freya Blackwood
Published date: July 2011
Publisher: Scholastic Australia
ISBN: 9781865044057
Type: Hardback
Nick Bland, author of award winning children's picture books A Monster Wrote Me a Letter and The Wrong Book, has written another classic for children. The Runaway Hug tells the short tale of a young girl wanting a hug from her family while on her way to bed. Mummy has given her the 'very last hug' she has, so she promises to give it back when she's finished giving everyone else a hug.
The story is short and sweet, with moments for giggles (twin boys saying 'no yuck' to a hug, but then giving in) and sadness (Annie the dog steals a hug). The gorgeous illustrations by Freya Blackwood give movement to the book with almost rough draft-like sketches, and give an honest representation of family life (messy house, children fighting, unbrushed hair). Perfect to read to children under 3 just before bedtime.
References:
The Children's Book Council of Australia. (2012). Retrieved from http://cbca.org.au/awardsfaq.htm
I must admit I have been looking forward to this part of the INF330 assessment, as it means I can also read some children's literature in preparation for my little one due in August!
Image courtesy Scholastic Story
The Runaway Hug
Author: Nick Bland
Illustrator: Freya Blackwood
Published date: July 2011
Publisher: Scholastic Australia
ISBN: 9781865044057
Type: Hardback
Nick Bland, author of award winning children's picture books A Monster Wrote Me a Letter and The Wrong Book, has written another classic for children. The Runaway Hug tells the short tale of a young girl wanting a hug from her family while on her way to bed. Mummy has given her the 'very last hug' she has, so she promises to give it back when she's finished giving everyone else a hug.
The story is short and sweet, with moments for giggles (twin boys saying 'no yuck' to a hug, but then giving in) and sadness (Annie the dog steals a hug). The gorgeous illustrations by Freya Blackwood give movement to the book with almost rough draft-like sketches, and give an honest representation of family life (messy house, children fighting, unbrushed hair). Perfect to read to children under 3 just before bedtime.
References:
The Children's Book Council of Australia. (2012). Retrieved from http://cbca.org.au/awardsfaq.htm
Scholastic Store. (2013). Retrieved from http://www.scool.scholastic.com.au/store/Jadehttp.dll?Store&PrdId=7940311&H04=3
Monday, May 13, 2013
INF330 Professional Development Activity Assessment :: Censorship
Today I am writing on the topic 'censorship' in relation to library services for children and young adults. As a professional development activity, I have decided to write an article on censorship in children's libraries for ALIA's Energise, Enthuse, Inspire article in their monthly Incite magazine.
Censorship : Is it really necessary in libraries for children?
For many years, adults have attempted to screen children's eyes from literature they feel might be 'harmful' to them because of its reflections on religion and politics, or it's sexually explicit, dark or supernatural themes. The censoring of literature, however, can often be seen as limiting the child's learning and development, and the decision of what should be allowed access to children is often difficult when also considering the library community's reactions. People have stopped going to extremes such as burning books and libraries, taking more time to decide what the literature will provide the community. Organisations such as ALIA (Australian Library and Information Agency) and ALA (American Library Association) promote the right to information, and 'the freedom to choose or the freedom to express one's opinions, even if that opinion might be considered unorthodox or unpopular and stresses the importance of ensuring the availability of those viewpoints to all who wish to read them' (American Library Association, 2013). Books, however, are still being challenged and added to 'banned books lists' in a hope to keep not only our own children but other children safe too.
Librarians should by no means allow children to view or read pornographic or violent materials in the library. I do not condone that sort of action. But how does a librarian determine what is appropriate for the community to view or read outside of these parameters? I asked the staff at my local library if it were possible to ask a few questions regarding censorship in libraries, and they almost ran for the hills. They briefly explained all that I'd need to know is on their website, and they wouldn't be able to answer questions regarding this in person. But why is the action of censoring material and websites from our children such a huge deal? Let's face it, we want the best for our children and for them not to be reading inappropriate materials, but 'well written and age appropriate fiction can provide a means of increasing their awareness and understanding' (The Children's Book Council of Australia, 2012).
Censoring material in libraries is not always going to work either, as 'you've just advertised the fact that something is there you don't want them to see' (Farquharson, 2008). Is it not more appropriate to be open with children about the subject matter they are reading and answer questions they may have honestly, rather than shuffle literature such as Harry Potter into a locked cabinet hoping no one will ask why?
References:
American Library Association. (2013). Retrieved from http://www.ala.org/advocacy/banned
Farquharson, M. (2008). The Looking Glass : new perspectives on children's literature, Volume 12, Issue 2 The Looking Glass, May/June. Retrieved from http://www.the-looking-glass.net/index.php/tlg/article/view/87/73
The Children's Book Council of Australia. (2012). Retrieved from http://cbca.org.au/awardsfaq.htm
Censorship : Is it really necessary in libraries for children?
For many years, adults have attempted to screen children's eyes from literature they feel might be 'harmful' to them because of its reflections on religion and politics, or it's sexually explicit, dark or supernatural themes. The censoring of literature, however, can often be seen as limiting the child's learning and development, and the decision of what should be allowed access to children is often difficult when also considering the library community's reactions. People have stopped going to extremes such as burning books and libraries, taking more time to decide what the literature will provide the community. Organisations such as ALIA (Australian Library and Information Agency) and ALA (American Library Association) promote the right to information, and 'the freedom to choose or the freedom to express one's opinions, even if that opinion might be considered unorthodox or unpopular and stresses the importance of ensuring the availability of those viewpoints to all who wish to read them' (American Library Association, 2013). Books, however, are still being challenged and added to 'banned books lists' in a hope to keep not only our own children but other children safe too.
Librarians should by no means allow children to view or read pornographic or violent materials in the library. I do not condone that sort of action. But how does a librarian determine what is appropriate for the community to view or read outside of these parameters? I asked the staff at my local library if it were possible to ask a few questions regarding censorship in libraries, and they almost ran for the hills. They briefly explained all that I'd need to know is on their website, and they wouldn't be able to answer questions regarding this in person. But why is the action of censoring material and websites from our children such a huge deal? Let's face it, we want the best for our children and for them not to be reading inappropriate materials, but 'well written and age appropriate fiction can provide a means of increasing their awareness and understanding' (The Children's Book Council of Australia, 2012).
Censoring material in libraries is not always going to work either, as 'you've just advertised the fact that something is there you don't want them to see' (Farquharson, 2008). Is it not more appropriate to be open with children about the subject matter they are reading and answer questions they may have honestly, rather than shuffle literature such as Harry Potter into a locked cabinet hoping no one will ask why?
American Library Association. (2013). Retrieved from http://www.ala.org/advocacy/banned
Farquharson, M. (2008). The Looking Glass : new perspectives on children's literature, Volume 12, Issue 2 The Looking Glass, May/June. Retrieved from http://www.the-looking-glass.net/index.php/tlg/article/view/87/73
The Children's Book Council of Australia. (2012). Retrieved from http://cbca.org.au/awardsfaq.htm
Wednesday, May 8, 2013
INF330 Professional Development Activity Assessment :: Diversity
For the assessment topic
'diversity' (in regards to library services for children and young adults) I decided
to first research this through the peer reviewed journals on the Charles Sturt
University library catalogue. I found there are many forms
of diversity such as a person's illness, their living status, religious
beliefs and race.
Children and young adults should be given the opportunity to read literature from various authors to provide an intelligent view of the world's people and its many different cultures. It is appalling to note in America 'more books are written about non-whites than are written by non-whites' (Thirumurthy, 2011, p.446). This note would have been found quite normal over fifty years ago in times of racial discrimination, but in today's society it seems we are still accepting literature from authors because of their race. This gives children and young adults a very limited view on the world, and we should instead be giving them 'authentic and unbiased literary experiences' (Thirumurthy, 2011, p.446).
Children and young adults need literature that is written for them and not be judged on their own diversity, as 'if we want to turn at-risk readers into book lovers, we need easy-to-read books that depict their lives and their dreams' (Jules, 2010).
I then found an excellent online resource, The International Children's Digital Library, for children to find and read books online. The website has a link for children to 'read books', which takes them to an online catalogue for children and young adults. It is easy to use with large, bright buttons that have pictures and colours to help younger children learning to read. The site has a large book collection in many different languages, providing many children all over the world the opportunity to read a book written from their own country. This website would also benefit librarians looking for a larger range of books to add to their collection with its link 'award winning books'.
References:
International Children's Digital Library. Retrieved from http://www.childrenslibrary.org/icdl/SimpleSearchCategory?ilang=English
Jules, J. (2010). My life is normal, too: diversity in children's literature. Colorín Colorado. Retrieved from http://www.colorincolorado.org/article/40002/
Thirumurthy, V. (2011). Building cultural bridges through international children's literature. Expanded Academic ASAP, p.446. Retrieved from Gale - GALE|A266224229.
Children and young adults should be given the opportunity to read literature from various authors to provide an intelligent view of the world's people and its many different cultures. It is appalling to note in America 'more books are written about non-whites than are written by non-whites' (Thirumurthy, 2011, p.446). This note would have been found quite normal over fifty years ago in times of racial discrimination, but in today's society it seems we are still accepting literature from authors because of their race. This gives children and young adults a very limited view on the world, and we should instead be giving them 'authentic and unbiased literary experiences' (Thirumurthy, 2011, p.446).
Children and young adults need literature that is written for them and not be judged on their own diversity, as 'if we want to turn at-risk readers into book lovers, we need easy-to-read books that depict their lives and their dreams' (Jules, 2010).
I then found an excellent online resource, The International Children's Digital Library, for children to find and read books online. The website has a link for children to 'read books', which takes them to an online catalogue for children and young adults. It is easy to use with large, bright buttons that have pictures and colours to help younger children learning to read. The site has a large book collection in many different languages, providing many children all over the world the opportunity to read a book written from their own country. This website would also benefit librarians looking for a larger range of books to add to their collection with its link 'award winning books'.
References:
International Children's Digital Library. Retrieved from http://www.childrenslibrary.org/icdl/SimpleSearchCategory?ilang=English
Jules, J. (2010). My life is normal, too: diversity in children's literature. Colorín Colorado. Retrieved from http://www.colorincolorado.org/article/40002/
Thirumurthy, V. (2011). Building cultural bridges through international children's literature. Expanded Academic ASAP, p.446. Retrieved from Gale - GALE|A266224229.
Wednesday, April 10, 2013
Blogging about Library Services for Children and Young Adults
This blog has been created for part of my uni studies. I am studying Bachelor of Information Studies at Charles Sturt University, and my next assignment for Library Services for Children and Young Adults (INF330) involves blogging. I will need to take part in professional development activities that each cover one of four areas - censorship, diversity, young people's book awards, and digital materials/resources and emerging technologies. Fingers crossed all goes well!
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