My son, author Rick Riordan, has been involved with Scholastic for the last year or so on a hush-hush project that was officially announced Tuesday, December 18, and immediately picked up by news services and bloggers. Here’s some of the information from the Scholastic press release:
Scholastic, the global children's publishing, education and media company, breaks new ground with the launch of The 39 Clues, a multi-platform adventure series for ages 8-12. The first book in the series, The Maze of Bones is written by #1 New York Times best-selling author Rick Riordan, who also outlined the program's 10-book story arc. The Maze of Bones will be released in September 2008, and the official The 39 Clues game will begin worldwide on September 9, 2008.
With the Harry Potter series now completed, Scholastic, the United States publisher of those wildly successful books by J. K. Rowling, is moving forward with what it hopes will be its follow-up blockbuster series. It will feature 10 books — the first of which is to go on sale next September — as well as related Web-based games, collectors’ cards and cash prizes. The project demonstrates Scholastic’s acknowledgment that as much as the publisher heralded the renewed interest in reading represented by the Harry Potter books, many children are now as transfixed by Internet and video games as they are by reading.
“We want to go where the kids are and really be part of their complete world, rather than going to one aspect of their world,” said David Levithan, an executive editorial director at Scholastic. He added, “We talk of it as being subversively educational.”
"The series is an immersive experience, with high-powered, adventurous storylines and characters," said Deborah Forte, president of Scholastic Media. The books will come out once every two or three months. The first title in the series, "The Maze of Bones", has been penned by Rick Riordan, the New York Times best-selling author of the mythologically themed Percy Jackson series aimed at preteens. He has also given the story outline for the next nine installments, which will be written by a team of authors. Scholastic will launch the program simultaneously in all the major English speaking countries — the US, Canada, the UK, Australia and New Zealand.
Comments from bloggers vary greatly.
Enthusiastic, from the My Cup of Tea blog:
Smart, Scholastic. Very smart. Kids love card games, and its been a while since we’ve had a good one. YuGiOh, Pokemon, my brother and I used to spend hundreds of dollars on the old Star Wars CCG produced by Decipher. This could work. You’ve even made it flashier by having on online component!
A bit hesitant, from The Reading Zone Blog:
A series like this feels too manufactured for my tastes. I will say that I am a bit intrigued by the plot summary. It sounds like a middle grade version of “The Da Vinci Code”/National Treasure. But I can easily see it moving into the boring, preachy, historical fiction that my students can’t stand. I will probably read the first volume and make a decision from there. But I will be interested in seeing the final product when it is released in September.
And some comments were downright negative, saying that great literature was never produced this way – and that standards are being set way too low. What do you think? Are young gamers ready for books and vice versa? I’m excited about the project and can’t wait to see it in September!
See today's local/regional interview with Rick here.
Thursday, December 20, 2007
Thursday, November 29, 2007
"Computer Skills"
Since the end of the semester is almost here, I've been reviewing for our final exam and thinking about the difference between knowing the "how" and the "why" of using computers in academia. I came across these excellent definitions from Penn State's website:
Information literacy is defined as a group of critical thinking skills which consists of individuals' abilities to identify when they have an informational need and to use any necessary technology to access, evaluate, and use information effectively.
Computer literacy is defined as the understanding of what computers can and cannot do, and the ability to use both hardware and software appropriately and skillfully.
In a sense, the name of our class, Computer Skills, is misleading because it implies the we are learning about computers when, in fact, we are learning about learning. We are developing critical thinking skills using technology as a tool, and we are creating lifelong learners in the process.
Here is part of what the Association of College and Research Libraries (ACRL) had to say about information literacy and higher education:
Developing lifelong learners is central to the mission of higher education institutions. By ensuring that individuals have the intellectual abilities of reasoning and critical thinking, and by helping them construct a framework for learning how to learn, colleges and universities provide the foundation for continued growth throughout their careers, as well as in their roles as informed citizens and members of communities. Information literacy is a key component of, and contributor to, lifelong learning. Information literacy competency extends learning beyond formal classroom settings and provides practice with self-directed investigations as individuals move into internships, first professional positions, and increasing responsibilities in all arenas of life.
Information literacy is defined as a group of critical thinking skills which consists of individuals' abilities to identify when they have an informational need and to use any necessary technology to access, evaluate, and use information effectively.
Computer literacy is defined as the understanding of what computers can and cannot do, and the ability to use both hardware and software appropriately and skillfully.
In a sense, the name of our class, Computer Skills, is misleading because it implies the we are learning about computers when, in fact, we are learning about learning. We are developing critical thinking skills using technology as a tool, and we are creating lifelong learners in the process.
Here is part of what the Association of College and Research Libraries (ACRL) had to say about information literacy and higher education:
Developing lifelong learners is central to the mission of higher education institutions. By ensuring that individuals have the intellectual abilities of reasoning and critical thinking, and by helping them construct a framework for learning how to learn, colleges and universities provide the foundation for continued growth throughout their careers, as well as in their roles as informed citizens and members of communities. Information literacy is a key component of, and contributor to, lifelong learning. Information literacy competency extends learning beyond formal classroom settings and provides practice with self-directed investigations as individuals move into internships, first professional positions, and increasing responsibilities in all arenas of life.
I would encourage any educator who uses technology as a tool to read this thoughtful analysis, the rest of which can be found at the ACRL website. It was written in 2000, but remains very relevant today, if not more so.
Sunday, November 4, 2007
Social Bookmarking
Those of us who were used to storing our favorite websites in a sidebar-like window on our own computers on which we could click while we were sitting at those computers had our world expanded several years ago when Social Bookmarking appeared. Suddenly, we were able to access our favorite sites from anywhere on the Internet because they were stored on an online site, del.icio.us being one of the first and most popular of these sites.
Not only could we save these favorite sites for our own use, but we could share them with everyone and see what others had bookmarked through the use of categories called Tags. I could, for example, see who else had been saving sites on Aromatherapy and compare my tagged sites with theirs.
This process has triggered the sequence of events that resulted in a social web ecosystem, one that is rich in sharing mutual interests and also, along the way, allowed a sort of mutually-created "map" through the jungle of overwhelming cyber-information that pointed out trailmarkers toward specialized topics.
I discovered a helpful video produced by Lee LeFever about Social Bookmarking 101. It's great, and makes me want to take more advantage of this community resource.
http://www.youtube.com/leelefever
If you haven't explored Social Bookmarking, I encourage you to give it a try.
Not only could we save these favorite sites for our own use, but we could share them with everyone and see what others had bookmarked through the use of categories called Tags. I could, for example, see who else had been saving sites on Aromatherapy and compare my tagged sites with theirs.
This process has triggered the sequence of events that resulted in a social web ecosystem, one that is rich in sharing mutual interests and also, along the way, allowed a sort of mutually-created "map" through the jungle of overwhelming cyber-information that pointed out trailmarkers toward specialized topics.
I discovered a helpful video produced by Lee LeFever about Social Bookmarking 101. It's great, and makes me want to take more advantage of this community resource.
http://www.youtube.com/leelefever
If you haven't explored Social Bookmarking, I encourage you to give it a try.
Tuesday, September 4, 2007
Teaching With Tech - Does It Work?
In this article,
http://tech.msn.com/news/article.aspx?cp-documentid=5280563,
Tom Oppenheimer, author of The Flickering Mind: Saving Education From the False Promise of Technology, is quoted as saying:
"When you’re on the computer instead of in the real world, when you paint with a mouse instead of using a paint brush, do research on the net instead of the library, or go on a virtual field trip instead of a trip to the pond, you develop bad habits. It causes a stunting of imagination. A narrowing of mental capacity."
Other seemingly anti-tech concerns voiced in the article include students who spend their time on flashy digital graphics rather than quality content in their presentations, and students whose constant use of text messaging and instant messaging results in that abbreviated syntax spilling over into their academic compositions.
Certainly, students are learning to use computers. The government is spending over $700 million a year to support technology in the classroom. But are students actually "learning to learn" when they use computers as a classroom tool?
Here are two statements that are paraphrased from this article about technology as a teaching and learning tool. Which do you tend to agree with. . . and why?
http://tech.msn.com/news/article.aspx?cp-documentid=5280563,
Tom Oppenheimer, author of The Flickering Mind: Saving Education From the False Promise of Technology, is quoted as saying:
"When you’re on the computer instead of in the real world, when you paint with a mouse instead of using a paint brush, do research on the net instead of the library, or go on a virtual field trip instead of a trip to the pond, you develop bad habits. It causes a stunting of imagination. A narrowing of mental capacity."
Other seemingly anti-tech concerns voiced in the article include students who spend their time on flashy digital graphics rather than quality content in their presentations, and students whose constant use of text messaging and instant messaging results in that abbreviated syntax spilling over into their academic compositions.
Certainly, students are learning to use computers. The government is spending over $700 million a year to support technology in the classroom. But are students actually "learning to learn" when they use computers as a classroom tool?
Here are two statements that are paraphrased from this article about technology as a teaching and learning tool. Which do you tend to agree with. . . and why?
- Podcasts are a fun way for students to learn about a topic that might have otherwise seemed dull reading out of a textbook - therefore, it's better to have students learn from a podcast than not learn at all.
- Years ago, students had to work much harder to find and record information, and by going through that arduous process came to a greater genuine understanding of it - technology provides shortcuts that undermine scholarship.
Tuesday, August 14, 2007
Thoughts About Blogging, Especially in an Academic Setting
In her thoughtful blog called Eats, Blogs & Leaves, Jennifer Garret says, "A blogger must be a writer and an editor if he wants to attract and keep readers. A well-written blog indicates respect both for the medium and for the reader." Read the complete entry here:
http://www.lynbelisle.com/eatsblogs.htm
She describes blogs as the unedited voice of the people, but also makes a strong case for appropriate punctuation, usage and grammar. Do you agree? How is a blog that is used as a classroom tool for a university course different from an informal blog that you share with your friends? As a writer, can both styles be an "authentic" voice with which to share your observations and opinions? Can you compare this to dressing for a job interview versus dressing for a Saturday morning at home? Which, if either, is the Real You?
http://www.lynbelisle.com/eatsblogs.htm
She describes blogs as the unedited voice of the people, but also makes a strong case for appropriate punctuation, usage and grammar. Do you agree? How is a blog that is used as a classroom tool for a university course different from an informal blog that you share with your friends? As a writer, can both styles be an "authentic" voice with which to share your observations and opinions? Can you compare this to dressing for a job interview versus dressing for a Saturday morning at home? Which, if either, is the Real You?
Saturday, August 11, 2007
Hello, and Welcome
Welcome to Computer Skills. I hope you discover a lot during the next few months, and I look forward to getting to know you. This is the seventh semester that I've taught at Trinity. CSCI 1300 is a very comprehensive class with something for everyone, no matter how much you think you know or think you don't know about computers. It was designed to help you master all of the technological challenges you'll encounter while you are a student here, no matter what field of study you choose.
My own background and interests are in graphic design, fine arts, and integrating technology and education. I’m a practicing artist and designer and use both computer software and traditional media in my own work. It's hard to believe how much computers have changed the field of graphic design. Just fourteen years ago, I was at a computer conference in Portland, Oregon, and a new program was being unveiled that allowed people to see pictures on the World Wide Web, and to connect to other files and pictures with something called "hyperlinks." We were all amazed. Little did anyone know how much of a phenomenon the Internet and the World Wide Web would become, and how much impact these developments would have on our personal, cultural, and academic lives.
Special thanks in advance to our great TAs, Sara Hills, Mattina Van Coppenolle, and Sarah Lube - they are incredibly knowledgeable about the course content and are your strong supporters and advocates. Please don't hesitate to let us know what we can do to make this a successful and enjoyable semester for you.
Ms. Belisle
My own background and interests are in graphic design, fine arts, and integrating technology and education. I’m a practicing artist and designer and use both computer software and traditional media in my own work. It's hard to believe how much computers have changed the field of graphic design. Just fourteen years ago, I was at a computer conference in Portland, Oregon, and a new program was being unveiled that allowed people to see pictures on the World Wide Web, and to connect to other files and pictures with something called "hyperlinks." We were all amazed. Little did anyone know how much of a phenomenon the Internet and the World Wide Web would become, and how much impact these developments would have on our personal, cultural, and academic lives.
Special thanks in advance to our great TAs, Sara Hills, Mattina Van Coppenolle, and Sarah Lube - they are incredibly knowledgeable about the course content and are your strong supporters and advocates. Please don't hesitate to let us know what we can do to make this a successful and enjoyable semester for you.
Ms. Belisle
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