#clmooc and my summer learning begins

A colleague from online virtual communities encouraged me to participate in #clmooc. Learning at the speed of light! That’s been my mantra for the past few years and I realize that we have to make choices in where and how we learn because the options are increasing exponentially.  Our students will have an incredible number of learning opportunities to choose from in participatory digital culture.  So I begin my summer of learning by asking a few questions of myself.

Who will I learn from?
It can be serendipitous when we collide in online spaces. I often run into the same individuals in networked spaces (Youtube, Vimeo, twitter, virtual worlds, or others) because of shared interests. An example: I ran into Mal Burns, who lives in the UK, several times in virtual spaces, realized he followed me on youtube, and learned how to use scoop-it through his example.  We don’t live on the same continent but kept bumping into each other!  I believe that is an example of connected learning, as I have never met Mal Burns in the physical world. Identifying our personal interests is a good starting point.

How will I connect and collaborate?
Zoe (the colleague I mentioned earlier) suggested I meet with others in the virtual world of Second Life at the Community Virtual Library. As a digital archivist and museum curator in Hawaii, Zoe (Monika Talaroc) specializes in physical librarianship but also in virtual librarianship. Her goal for the #clmooc is to create a virtual archive of the Berlin Project (a role play simulation). I met another colleague today, Cynthia Davidson, who teaches writing at a university and shares similar goals for creating immersive learning environments through collaboration this summer.  Finding others and choosing collaborative tools is critical to learning in our networked global world.

Meeting colleagues virtually

Meeting colleagues virtually



Discussing the #clmooc

Discussing the #clmooc


What will I learn?


I really want to learn more about augmented reality. Perhaps I can use #clmooc to find a network that can teach me best educational uses.  I also want to share my knowledge and skills of virtual world learning with others.




What will I make?


As I brainstorm what I might make this summer, I want to branch out beyond my comfort zone. My initial ideas are: creating virtual books at the UW Island of Seasons (a metaphor of learning through the life cycle), working with Zoe to create a virtual exhibit, and collaborating with fellow #clmoocers as I peruse spaces I may not yet have encountered.


Summer time and the learning is easy!

5th Grade Game Designers in the Library

A group of 5th graders joined me in the library learning loft after school this past semester to work on a gamification project. Because Project Based Learning has been emphasized in academia as a way to promote real world learning in the 21st century, the goal of our tech club was to conquer a real need that students have in today’s digital culture: understanding the responsibilities of digital citizenship and cyber safety. My role was to provide the space, the technology tools, and to facilitate the learning experience, but the project would be totally developed and designed by 5th graders.

The Project Began

Since I have a background in virtual worlds and machinima, I was comfortable with building in 3D and shooting video inside a game world. However, I had never played Minecraft and wanted to be sure the students understood the educational purpose of our club. Parental permission and school district approval were first and foremost before the students could begin work.

Initial problems

Because this was the first project in a virtual online game at my school (or that I am aware of in my school district), I needed to get support from administration. I was given the okay to use MinecraftEDU rather than the regular Minecraft game most likely because the “edu” clearly focuses on a collaboration of educators. After receiving approval from my principal and district administration, I was given a purchase order for a classroom set of Minecraftedu game licenses to use with up to 25 students.

I was already aware that Minecraft is currently a very popular game with children because the icon on my desktop caused a constant chatter in the library for weeks before the club began. “Hey, look- she plays Minecraft!” was heard in almost every class- even kindergarten. I decided to hide the icon rather than tell the students that only a small group would be able to take part in the Minecraft project.
Although I consider myself a tech savvy librarian, am comfortable in a variety of virtual worlds, and have embraced Web 2.0 and multi-media tools, I had a difficult time getting the server up. A private server would assure that students would not run into strangers. During the busy school day, I tried several times to host the server but never could get in and began to worry that we would not be able to get into the game on the first day of the Minecraft Club. My first student entered the library after school that day and together we had it running in less than five minutes, which led to a blog post on the concept of digital natives.

Critical Thinking Skills

Watching the students work in Minecraft validated my research in virtual worlds. This next generation of young adults will be quite ready to utilize 3D immersive learning and will not find it as complex as the generation ahead of them. It was amazing to see how quickly the students built homes and buildings and it confirmed the idea that there is something innate in humans that makes us want to create.
Although the students were immediately engaged in creativity, I found my role as teacher imperative to this project. The students needed guidance in identifying an educational topic that would clearly focus on an essential driving question. After the first few club meetings, the students agreed on the need to help younger children learn digital citizenship and cyber safety. The challenge for the project was to design a game that would help students understand those concepts in a fun and immersive way. Once this driving question became the challenge, the students took off building a maze inside the “Budder Library of Digital Citizenship”. Game design came naturally to them as they built levers to open doors when questions were answered correctly.

Students as Project Leaders

Since I had very little experience in the game, the students were empowered as leaders and felt they were teaching me. They had no idea that I could film inside the game (using machinima capture software) but one boy showed me that he has a Youtube channel and films inside the game himself using Bandicam. I thought I was a pioneer in 3D learning and was humbled to see a ten year old boy film machinima easily.
Another boy asked, “Do you know what a griefer is?” These students understood griefing and other gaming terms and taught me the user-interface (how to teleport, text, etc) with excellent explanation of shortcuts. I overheard them joking with each other about trolling which led to discussion about being good digital citizens in practice not only theory.

Our project took place over just a few months but I am proud of the accomplishments of my 5th graders in that short time.

The Students Graduate to Middle School

Whether or not this project continues to grow, I know that I learned as much from this experience as my students did. As they leave for middle school, I know they are hard workers and they understand taking personal responsibility for digital citizenship. In an ever-changing world of digital media, the future is in good hands.

3D Sci-Fi Library Exhibit in Inworldz

Virtual worlds may not have taken off at the rapid pace predicted in the Gartner Report 2007, but they continue to provide creative spaces for educators and librarians to create and share content.

For example, a professor of library and information science at San Jose State University led a project in the virtual world of Inworldz to share sci-fi resources. The exhibit includes interactive sci-fi objects and experiences, such as a worm hole and spaceships.  Science fiction movies, television shows and over 50 sci-fi books inspired the content which can be explored on several levels.  Details are included on the Community Library blog.

Photos from the grand opening on May 4, 2013 can be viewed in my Animoto slideshow.



Take-Aways from the King of Information Literacy in Schools

I was honored to introduce Mike Eisenberg at the Texas Library Association Convention 2013 in the exact same building where I saw Elvis Presley! I was just as excited to hear Mike as I was to hear Elvis. So I introduced him as the King of Information Literacy because he truly is a champion for teacher librarians.  Here are a few take-aways from a leader in teacher librarianship who is always innovating and continually evolving in the information age.

Embed information literacy learning opportunities
A teacher librarian can utilize online spaces alongside physical spaces. As we transform our physical libraries with flexible collaborative seating areas, we can also share tools for creating user-generated content. We can infuse high quality, credible sources into courses and curriculum. I had to rush off after Mike’s presentation to present on a panel about that very topic: Embedded Librarianship. (See my presentation below which validates his perspective.)

Embrace Wikipedia!
Currently, the top three information sources in the world are Google, Youtube, and Wikipedia. Let’s embrace them! The first “go-to” sources are a great place to start but not always the best or the only source for the problem-solving process. As information professionals, our role is to teach critical evaluation as learners face a flood of incoming information daily. For years, educators have been reluctant to allow students to cite Wikipedia but the accuracy of the content continues to prove to be as reliable as most print resources. Students today demand convenience and real-time access and the time has come to shift our thinking from the resources to the process of deep thinking and self-assessment (personal responsibility for learning).

Offer consultation-coaching services
Through wikis and online spaces, we can offer both synchronous and asynchronous learning opportunities to teach information literacy. Librarians today can be available physically, virtually, digitally, electronically, and even through augmented reality and mixed reality venues.  My elementary library is evolving into an exciting physical space that embraces new media and information literacy in all formats.

Thanks for a wonderful session, Mike, even if you didn’t sing Jailhouse Rock!

 (click below to see my school library/learning lounge-loft.)


This is “Our Gutenberg Moment”

As libraries change from primarily circulating print-based materials to providing information in a variety of formats in both physical and virtual spaces, my quest has been to follow colleagues who strive to balance the rich heritage of the past with the rapidly evolving changes of digital culture.










I have used T. Scott Plutchak’s quote (click on the picture to enlarge) to end many presentations and slideshows on the topic of libraries and the information revolution. T. Scott continues to inspire me with a positive outlook on the future of civilization as we continue to value knowledge and literacy. Be sure to listen to the closing remarks in this video about librarians and publishers sharing common values. T. Scott says’ “This really is our Gutenberg moment.”



Plutchak, T. Scott. 2007. The Librarian: Fantastic Adventures in the Digital World. Serials, 20(2), 87-91.

4 Tips for Building Your PLN (from Howard Rheingold)

Online life has merged with physical life for most of us, according to sources like the PEW Internet Report. Learning how to avoid drowning in the information flood has been the focus of my blog for over six years. Currently, I am almost finished reading Howard Rheingold’s book  Net Smart: How to Thrive Online which may be considered old news with a copyright date of way back in 2012. (We seem to think anything written last week is out of date.) The book is powerfully packed with insight but written in a friendly inviting tone.
Rheingold illustrates the “networking” literacy skills every single of us must acquire and includes tips for building a personal learning network.

4 Tips for Building Your Personal Learning Network

1. Know the Territory
When you first enter an online community (twitter, Ning, Second Life, wiki, etc), take it slow and get a feel for the way members interact.
2. Assume Goodwill
Ask friendly questions if you encounter negativity and assume misinterpretations may arise due to lack of social cues in new media formats.
3. Jump in where you can add value
Participatory culture (example: Wikipedia) brings advantages to a community through collaboration. No single individual can learn or do everything, but collectively we accomplish a great deal. If each person contributes, even in a small way, the outcome can be significant.
4. Reciprocate
A willingness to help others builds trust, respect, and reputation.

Rheingold brings a positive, knowledgeable, authentic perspective on how to thrive in our changing online world.  


Rheingold, Howard. Net Smart: How to Thrive Online. Cambridge, MA: MIT, 2012.

More Screens

The mountain of apps is rising
under the sparkling blue Internet ocean
is an abyss of the dark web

Will the cream rise to the top
or will I stumble upon meaning

The wise sage
or the librarian
may be of help

but it is now up to us
as we awake each morning

to recognize our choices
are critical

in an ever expanding universe
of digital life

Revisiting Digital Natives, Digital Immigrants: a Tribute to Marc Prensky

Many of my colleagues and I have cited Marc Prensky and his “digital natives and digital immigrants” for over a decade. After spending years striving diligently to keep up with innovative technology trends, I have never felt like younger people knew more or were more adept at technology than myself. I admit, of course, I am a “digital immigrant” when one defines the term to mean someone born before the Internet and digital life became commonplace.

Today, I saw something that re-opened my eyes to the difference between the two– the natives and the immigrants. I had been struggling (between classes , paperwork, and other tasks) to conquer the server issues to start a MinecraftEDU club in my school library. After several attempts and a few emails to the company, I still was unable to get into the MinecraftEDU world. Lacking time, I delegated a 5th grade boy as sidekick to start the club. He eagerly entered the library after school, where we sat down and were able to get it up and running in less than 5 minutes.

Of course, I have experienced the “two heads are better than one” method of troubleshooting technology countless times before. Often two of us can solve an issue simply by tackling it from two different perspectives. So, I am not saying that I am not smarter than a 5th grader! However, I underestimated a 5th grader’s ability to navigate server issues and ip addresses. I stood there in awe as I watched him effortlessly click numerous settings at the speed of light.

I write this post as a tribute to Marc Prensky because it was only today that I fully understood my personal immigration status and that simple moment reminded me that we have only begun to understand the toppled hierarchy of information (and learning) due to digital culture.

This global information community in which we live, continues to inspire, alarm, challenge, and intrigue me each day. Last week, I got a message that Marc Prensky was following me on twitter and I felt honored! It is a small (yet huge) world we live in….a world full of opposites: oxymorons and formulas, scientific facts and wild imagination. Today, I am honored to be followed by the guy who introduced us all to digital natives and digital immigrants and also honored to be leading a digital native who is helping me realize that I am but an immigrant to a new land. I am both teacher and learner. Sometimes we can know something for a long time before we actually comprehend it.

Virtual Reminiscence

What triggers the human brain to reminisce about our past experiences in life? Smells, I am told, are critical to our memories. But, this week, for the first time, I ran across an old machinima that I shot in 2008 and (believe it or not) I found myself virtually reminiscing. Physical space, such as our houses or the streets and shady parks we remember from our youth, cause us to recall personal memories.

Perhaps I am one of the first to discover a personal “pang” of reminiscence in a virtual world. The spaces we live in are moving from physical to virtual. Whether or not we have an avatar is of little consequence.

Beyond the Digital Line- February 13, 2054

Little One, your hands are beautiful
and they hold all knowledge

Move your finger and surroundings change
to your favorite color—
swirls of blue with silver sparkles

Touch your ear and musical harmonies slowly swell
Wave your hand to augment history

Look into my eyes and they will tell you of another time

For these eyes saw a different world
where colors could not change
Only nature held the power
That world was unprogrammed and unsafe

My body was separate from the digital realm
And each person was required
to learn how to think

But you, Little One, are
safely digitized
You have never seen broken things
Books with worn, tattered pages
Cars with flat tires
Bruises or skinned knees
You live in the simulated shell of digital protection

Gingerbread and hot cider appear when you blink
and friends await you at all points of Earth

But now, I want to tell you what I miss
from the world before
the Singularity
I miss…

having to wait.