gcscils598f08

My Final is Finally Done!

casieri@eden.rutgers.edu (Gabrielle) — Thu, 18 Dec 2008 17:22:00 +0000

My presentation is here:

My final project can be found at http://ruasist.pbwiki.com and my proposal is at the top of the sidebar on the wiki.

Happy Holidays and best wishes for a happy & healthy New Year for everyone.

If I were the Queen...

casieri@eden.rutgers.edu (Gabrielle) — Fri, 12 Dec 2008 15:32:00 +0000

I shouldn't have read everyone else's posts first, because now I feel like I don't have any ideas left...

Readings:

Keep Keen because he's a conversation-starter. If you want to replace him with another conversation starter, use danah boyd's class division article instead (I like Laura's suggestion of moving db to earlier in the semester).
Keep Feed and Farkas.
Get rid of The Social Life of Information. Some of the chapters are available online if you don't want to let it go completely.
Limit books by Wired editors to one. My personal preference would be to keep Johnson and use Anderson's "Long Tail" article instead of the book.

Technology:

Keep all of it. I do agree with Tara's observation that we probably don't need to set up so many e-mail accounts. I would recommend keeping Google and Yahoo! accounts. After the IM week, I never used the aol account.
After using the voice chat option in Second Life, I would suggest adding Skype as one of the tools we practice with. It would be especially helpful for troubleshooting, when one person is trying to help another person get something set up.
I would recommend doing social networking earlier in the semester. It's something that's pretty easy to self-teach, and students can use it throughout the semester.
I LOVE Amy's suggestion of Club Penguin vs. Second Life. It's easy, fun, doesn't have so many tech requirements, and would be a good introduction into the MMOG metaverse. People who are interested in further exploration could try out SL. Alternatively, if you're going to keep SL, we should plan to have one virtual meeting in there. I had so much more fun with RR and JF than I did when I went by myself.

Interaction:

I second all the requests for comment continuation on the blogs. My blog feels a little sad when it has posts with zero comments.
I also second Renee's suggestion that we keep finding "new to us" stuff and bookmark it.
We probably don't need to subscribe to apophenia. I don't mind reading it, but my reader got cluttered up with danah boyd's vacation notices and pharmacy problems, which I just don't care about.

I learned so much in this class, and although it was time-consuming, it was all worth it. I find myself telling people about how great these tools are and even convinced an RU instructor to screencast for her students (thus eliminating one or two old school paper handouts). Now I must work on my final...two due the same day.

Being Steven Johnson

casieri@eden.rutgers.edu (Gabrielle) — Thu, 11 Dec 2008 15:10:00 +0000

"But when you immerse yourself in a book, you get a different sort of experience: you enter the author's mind, and peer out at the world through their eyes" (p. 186).

This also is a great description of what happens in Being John Malkovich, which is a movie I happen to love. Anyway, I've spent enough time looking out through Steven Johnson's eyes that I'm pretty sure I would avoid him at a party. With few exceptions, he and I do not like the same shows, movies, or games. It turns out that I am exactly like the BBC responder who was "shocked" that Johnson could write a pop culture book without any references to Buffy the Vampire Slayer (p. 203). My primary objections are not so much what he leaves out, but what he includes, mostly because I don't like so many of his examples.

His argument? I buy it. I complained in my last post that he didn't really talk about how much new technology has played a part in increased cognitive development. He covers that in Part 2, and I think the overall points he makes about the complexity of material and technology making us smarter are valid.

I strongly disagree with him that the content can be easily separated from the cognitive challenge the material presents. As a parent, I do not ever, under any circumstances, see myself recommending Grand Theft Auto to my kids (or my husband), no matter how much of a cognitive challenge it may present. However, as an interactive family activity, I have let my children watch my husband play Tomb Raider, Shadow of the Colossus and [blush] Resident Evil. The spectator kids can keep track of my husband's entire inventory, tell him which weapons are most effective, and they play complex imaginary games based on characters from the games (e.g., in one scenario, Lara Croft (TR) and Jill Valentine (RE) are best friends). My son, who does not like writing for school, writes lists of weapons, ammo, passwords, hints and draws maps for the game. My daughter reads our favorite walkthroughs when my husband gets stuck. As the family moral compass, I am in the room reading a book and vocally disapproving of violent video games. I have seen firsthand how quickly and easily the kids can absorb complex game stories, strategies, etc. and apply what they learn in one game to another. We have also had some interesting discussions about gun violence, what would happen if you jumped off a building in the real world, etc. As an unexpected bonus for me, video gaming has led my kids to look for new books in the library on a variety of subjects ranging from military weaponry to what the inside of a real Hindu temple looks like.

So, overall, I'd say playing games, watching tv, and surfing the net are all good for you...in moderation and with adult supervision, of course. For libraries and educational institutions, this means recognizing that incorporating various media types is becoming increasingly necessary to help patrons/students develop 21st century problem-solving skills.

Freak Show...er...Second Life

casieri@eden.rutgers.edu (Gabrielle) — Tue, 09 Dec 2008 16:38:00 +0000

I already blogged about my first entry into Second Life. Good times.
FYI, here is my avatar...she's a gamer girl.

On my second excursion inworld, I teleported right to Information Island. I flew around looking at stuff, but no one was there.... I decided to look for a coffee shop, and I found one that said it was noob-friendly, but I didn't make it over to the coffee counter because there was a guy and a girl in there and they were...um...busy. Quit again.

Third time's a charm, right? I am back in the creepy coffee shop, so I use the map to "go home." I find myself in the middle of some sort of fight...Melina somebody-or-other was rude to a couple of other people (one of them is a cake. like a birthday cake?). Profanity is flying and Melina...I mean her avatar...is a nude woman with HUGE...never mind. Entertaining to watch her type, but I am starting to think I must have accidentally set myself up in a mature "red light" zone, so I quit again and consult my husband (more role-playing experience than me).

He swings in and shows me that I'm in a PG zone (like I thought) and that people are just breaking the PG (no bad language/nudity/soliciting sex) rules. Go figure. He figures out the controls pretty quickly and just walks around talking to people, most of whom ignore him. Then a guy comes over, introduces himself, says he's new and doesn't know what's going on. My avatar doesn't either, so we agree to be friends. Then Alix starts IM'ing me, asking am I really a girl? how old? I get the "nice ;]]" and I start hyperventilating and tell my husband to quit because I know where this is going. My husband thinks I'm the freak for freaking out...it turns out my inability to separate myself from my avatar makes it difficult for me to roleplay. I think I would be better at this if my avatar had a job to do, like answer reference questions. Walking around trying to make friends (and getting hit on) makes me feel creepy and weird. Stranger danger!!!

When I log in to my home this morning, some shirtless guy wants to bite me. In the spirit of roleplaying (and Twilight), I say yes. He's no Edward Cullen. Somebody tells me to report him because he's bothering everyone. I am excited to know what a "griefer" is!!

It turns out my "home" is some kind of noob ski lodge (found that out by eavesdropping on some disappointed visitors). I don't know if anyone else was "born" here, but it's a crazy place. Today I found out how to gesture...the "/repulsed" gesture includes me...I mean my avatar...saying "eeeeewww".

This is not the same guy from yesterday. This new avatar/guy gives me the creeps because his gun says "safety off" and he's gigantic. Either my avatar is a freak magnet (possible) or there is a high freak quotient in SL (I'm going with this one). Once again, I teleport to the safety and solitude of Information Island. I think I'll be hanging out here from now on.......

"Not everything is sunshine and daisies"...

casieri@eden.rutgers.edu (Gabrielle) — Mon, 08 Dec 2008 14:55:00 +0000

I'm in Second Life. I've got a cool avatar. I've been standing in the same place for about 5 minutes (going through the tutorial) when a guy approaches...

We exchange small talk...

hi/hi
are you from turkey?/us
what's your name? (we exchange our 2nd life names)
want to go?/where?
sex/no thanks
please??????/bye

If only I were screencasting. It would cut to him frantically typing "sorry" and me frantically pressing the "quit" button (yes, yes, get me out of here).

I am wondering two things...
1) Does 2nd life have pepper spray?
2) Is it possible that Gabber Delicioso might be a hooker name?

I choose Wii!

casieri@eden.rutgers.edu (Gabrielle) — Mon, 08 Dec 2008 04:13:00 +0000

I'm the part-time youth services librarian at my local branch library. We live in a suburban community. My main responsibility is to program for middle-school aged students. We have one large community room with a widescreen tv. I would like to get some gaming equipment that will work in that room with our existing tv for tournament-type events.

How would you research?
* I would ask my patrons what they would like to see in the library. I would also look at whether any other libraries have successfully implemented a gaming program and what they are using.

What would your criteria be?
* Money! How much money do I have 1) for a system, and 2) for games.
* The equipment can only be used in the community room (that's where our only tv is), so it has to work with our existing equipment.
* Our library is small, so games need to be family-oriented (suitable for sibling and/or grandparent spectators).

Which do you think you would get?
* Like so many others, I would choose the wii. The wii can be used by disabled patrons, it has lots of family-friendly games that students enjoy playing, and the whole system is less expensive than the PS3 (which the kids are clamoring for). The wii accessories (e.g., extra remotes) are reasonably priced, and the system has a good track record for durability and ease of use. Other libraries in my area are successfully using the wii for gaming in the library, which makes it easier for me to justify to my superiors!

Steven Johnson vs. Bugs Bunny

casieri@eden.rutgers.edu (Gabrielle) — Mon, 08 Dec 2008 01:57:00 +0000

Is popular culture (games, tv, film) just a method to "sophisticatedly deliver stupidity" (paraphrasing George Will)? Was it ever? I generally agree with Johnson that there is something to be said for engagement with media and the resulting skill sets that can be developed. I guess my problem is that I think this has been the case all along, and that we, as both consumers and producers, are simply adapting to more sophisticated and interactive media.

Johnson doesn't spend a lot of time talking about ubiquitous modern media and our unprecedented access to it. When I was a kid, there were about 8 channels to choose from (3 networks and 5 UHF/VHF channels). I listened to records or whatever was on the radio and was pretty jealous of my friend's mom's awesome 8-track in the car. My dad was the video gamer who played Time Pilot late into the night...

A big problem I have with Part 1 is that I feel as though Johnson glosses over the importance of technological advances and how they have contributed to the complexity of the games/shows/movies, etc. that he is discussing. More sophisticated graphics, special effects, and programming capabilities allow for more sophisticated storytelling. System portability allows users/viewers to access modern media when it's convenient for them. If they don't "get" a Seinfeld or Simpsons reference, they can pause the show and Google it. As he describes the highbrow(?) Simpsons as a model for a show that "contains a joke that makes sense only if the viewer fills in the proper supplementary information" (p. 85), I think he must have missed out on Bugs Bunny as Rabbit Hood:

Some other classic Bugs that you may enjoy (if only for the trip down memory lane):
What's Opera, Doc? and Rabbit of Seville

So far, Johnson isn't saying anything to me that's really new. We'll see if that changes in Part 2.

Find Four (or not)

casieri@eden.rutgers.edu (Gabrielle) — Sun, 07 Dec 2008 19:57:00 +0000

My kids use Club Penguin to play interactive games, so I tried "Find Four" in the ski lodge. I lost.

Here is a link to the screencast of my ignominious defeat. (Not embedding due to previously discussed gigantism issues with Jing embeds).

Screencasting How-To

casieri@eden.rutgers.edu (Gabrielle) — Fri, 05 Dec 2008 14:43:00 +0000

1) Picture your audience. They can be in their underwear if that helps. I find that I do better screencasts if I envision talking to a particular person or group. I think about what my audience would want to see, and then I show them.

2) Size your screen!! and do a runthrough. I size my screen first, then record a dry run. If I'm doing a one-off that can't be redone (like how to set up an account), I just pretend to do the steps for my first take. Then I watch it to see if everything I wanted made it into the picture (sometimes stuff gets cut off that you're not expecting) and whether I rambled or was too close to the mic for "p". I also watch for delays. Sometimes my process takes longer on the screen while I'm recording than it does when I play it back. Then I know to keep my commentary (more or less) in synch with what "really" happens. Finally, I am not an "ummmer," but I do tend to get off-topic, so my runthrough helps me identify and avoid these pitfalls.

3) Just do it. I make sure my Westminster-chiming clock is far enough away from chiming for me to do my screencast, and I just start talking to my virtual audience, demo the process, and end it. The more you do, the easier it is. Also, if you practice too much or try to make it too perfect, you can get stuck in an endless loop of rerecording, and you don't have time for that!!!

4) File name!! Amy already covered this, but do rename your files. It helps you remember what each one is about and it helps others know what they're going to be watching. You can do it before or after you upload to screencast.com.

FYI, I have been selling Jing as a great way to do quick screencasts. I have also been selling screencasting as a great way for instructors to help students know what they need to do tech-wise for a class. So if you're taking Materials for Young Adults with Jill next semester, you might be getting some screencasting homework (to watch, not to record).

Ningalings

casieri@eden.rutgers.edu (Gabrielle) — Mon, 24 Nov 2008 21:31:00 +0000

SG: What advantages/limitations do you see with using a Ning?

GC: Main advantages are ease of use and selectivity -- you can make an exclusive network "by invitation only". Main limitations are that it's another social network, and there are already plenty out there. Apparently, if you are a NKOTB fan, this is the place to be. Oh yeah, the ads are sooooo annoying (that targeted advertising again). And I think 1-member social networks are really sad.

SG: How could you use a Ning in a work environment?

GC: I don't see Ning replacing a company intranet. I do see Ning as a great way to get your branding/marketing out there, and to promote special events. I think for a library, Ning might be a terrific additional way to let people know about your branch hours or advertise for special programs. I'd like to try using Ning for an online bookclub -- it seems much more user-friendly than a lot of the wikis we test drove this semester, so users might be more likely to participate. I agree with Jen G that this really seems to hold a lot of appeal for educators, and Joyce K. Valenza's TeacherLibrarian group was the only reason I knew about Ning before I took this class....

Facebook Privacy Settings (screencast)

casieri@eden.rutgers.edu (Gabrielle) — Thu, 20 Nov 2008 15:19:00 +0000

If you're new to facebook, watch my screencast on how to set your privacy settings!

Also check out the great article in danah boyd's blog about facebook privacy settings.

danah boyd + Library info/lessons = 1 sentence

casieri@eden.rutgers.edu (Gabrielle) — Wed, 19 Nov 2008 20:29:00 +0000

Libraries who want to effectively reach their patrons by developing a social networking site (SNS) presence cannot limit themselves to one site.

links to danah boyd's articles:
"Social Network Sites: Definition, History and Scholarship"
"Viewing American class divisions through Facebook and MySpace"

Social Networking Stickiosity

casieri@eden.rutgers.edu (Gabrielle) — Wed, 19 Nov 2008 18:45:00 +0000

I think social networking sites like facebook and MySpace are sticky for 3 main reasons:

1) Voyeurism. Look no further than the Nielsen ratings on reality tv shows (using "reality" loosely) and you will see that we love to watch other people. We like to know what's going on with strangers, so how much more fun is it to "spy" on people you know?? The best part is, you're under no obligation to interact. Even if people have strict privacy settings (like me), you can usually see their picture. You can spend hours scouting out profiles!!

2) Fun. There are so many fun things to do on these sites, and they are all just a click away. On facebook, when I'm not posting on people's walls or joining new groups, I play Scavenger Hunt, I take movie quizzes, and I (meanly) superpoke my brother. I also keep in touch with my HUGE extended family, including my Minnesota cousins and my siblings in MA, GA, and IL. On MySpace, once I got my page set up, I found my non-facebooking brother. I also found out that lots of bands, movies, authors, etc. have pages. MySpace has a lot of video and audio content, which is great, and I took the "What Kind of Mixed Drink Are You?" quiz to discover I'm a gin and tonic.

3) Easy. Anyone can use these programs. I would argue that MySpace is more frustrating to set up than facebook and requires more technical know-how, but that might just be me. Within their frameworks, social networking sites provide access to lots of programs and social software tools that users can explore with one click of a mouse.

My very own Dewey Decimal section!!

casieri@eden.rutgers.edu (Gabrielle) — Fri, 14 Nov 2008 02:25:00 +0000

How great is this?? Spookily accurate, too... :-)

Gabrielle's Dewey Decimal Section:

832 German drama

Gabrielle = 712895225 = 712+895+225 = 1832

Class:
800 Literature

Contains:
Literature, criticism, analysis of classic writing and mythology.

What it says about you:
You're a global, worldly person who wants to make a big impact with your actions. You have a lot to tell people and you're good at making unique observations about everyday experiences. You can notice and remember details that other people think aren't important.

Find your Dewey Decimal Section at Spacefem.com

Gettin' Jingy wit it...

casieri@eden.rutgers.edu (Gabrielle) — Wed, 12 Nov 2008 15:56:00 +0000

I discovered (after the fact) that my real-time actions didn't always synch with my end-result video, so there are a few odd delays. Also, constant narration takes some getting used to...there is a completely mute pause near the end while I was discovering that my click didn't work. I see myself screencasting for my mom, who is new to computer use and always wanting someone to show her how to do things (like look at her archived e-mail).

Click the link to view my [somewhat rough] instructional screencast on how to subscribe to the LISSA listserv.

About embedding...I wanted to embed here, but when I used what they gave me, the screencast was giant (and cut off on the right side). I coded the window to be smaller, but then the resolution was bad. I scouted around the Jing website and found this answer to someone else's question: "Just to clarify, you're looking to change the size of the embedded video through the use of embed code? Unfortunately, that doesn't work. Our videos don't scale when you change the dimensions in the embed code." So there you have it. Embedding would be ok for a website, but not good for a blog unless you make your capture area pretty small. (My capture area is in the neighborhood of 800x600).

My Top 3 Videos

casieri@eden.rutgers.edu (Gabrielle) — Wed, 12 Nov 2008 01:32:00 +0000

I think our class did a great job on the videos -- there was something to love about each and every one. I narrowed down my top 3 videos by how hard I laughed while I was watching them...

#3...Amy: "bah, humbug!"
I especially appreciated the photo of the guy poised to trim his nose hair
(@ 0:46).

#2...Tara: "Zelda Fitzgerald's Favorite Recipes - Lesson One"
This video totally debunks the myth that a watched pot never boils and
it has an awesome soundtrack.

#1...Steve: "Learning Aramaic with Steve Caruso: Lesson 1"
What can I say? I was expecting an Aramaic lesson.
I love this video; it's brilliant.

Educational vs. Entertainment Videos

casieri@eden.rutgers.edu (Gabrielle) — Sun, 09 Nov 2008 19:00:00 +0000

Online educational videos may not have the same popularity as entertainment videos, but they will have staying power because of their appeal to a broad user base, both in age and in gender.

Check out these fun facts from page 21 of the PEW/Internet "Online Video" report:

"[Educational video] is the only genre of online video, other than movies and TV, where there is gender parity among those who watch."
"... videos with educational content are equally as popular among the general population of internet users ..."
"young adult internet users watch or download educational video content at about the same rate as users aged 65 and older (28% vs. 21%)."

Having watched Mike Wesch's educational video presentation, "An anthropological introduction to YouTube," I thought it was cool that "Web 2.0…The Machine is Us/ing Us" is cited in the report as an example of an educational video. He almost makes me want to be an anthropologist...

Our Flickr Photos

casieri@eden.rutgers.edu (Gabrielle) — Sun, 09 Nov 2008 14:31:00 +0000

"A great photograph is one that fully expresses what one feels, in the deepest sense, about what is being photographed." ~ Ansel Adams

To look at the great photographs our class chose to represent ourselves, click here.

To look at the great photographs our class chose to represent our education, click here.

Video Conversion (Not Required for Class)

casieri@eden.rutgers.edu (Gabrielle) — Fri, 07 Nov 2008 22:17:00 +0000

My original idea for an educational video was to demonstrate how to write the cursive alphabet using the Palmer Method. It turned out to be difficult to capture the formation of each letter (but my kids did their best). It is also a fairly slow process which doesn't need narration. So, I wanted to add a soundtrack and speed it up a bit. Much easier said than done...

I take my videos with my Olympus digital camera, which doesn't allow pausing during filming. Also, it uploads video files with .mov extensions, which I can't edit in Windows Movie Maker (WMM). I'm a PC, and my computer is filled with Windows products. I won't bore you with the details of how many freeware converters I tried, or how movavi failed to deliver on its promise (twice).

I will tell you that the free version of the Prism Video Converter is marvelous (and it claims to work for Windows and Mac). I converted my .mov file to a .wmv file, did the soundtrack in Audacity, used WMM to drop in a few still photos and some special effects, and was able to re-convert my final movie back to .mov format!!!! The Prism converter is super easy to use. I noticed two (minor) problems with the converted video: 1) Whether I converted to .avi or .wmv, the converted video was slightly pixillated, and 2) the converted video seemed much shakier than the original. Speeding up the video exaggerates this.

For an amateur video done with a bottom-of-the-line digital camera, I'm happy with the results. I promise this is the last video I'll tag with scils598, but I thought others might be interested in conversions (and/or the Palmer Method).

If you don't want to use the player, go to YouTube or Blip.tv to watch it there.

p.s.- "The quick brown fox jumps over the lazy dog" is used for handwriting practice because it contains every letter of the alphabet.

Picasa Movies (Not Required for Class)

casieri@eden.rutgers.edu (Gabrielle) — Fri, 07 Nov 2008 14:27:00 +0000

I know, Picasa is another member of the Google empire, but I'm all about streamlining my life. I use Picasa to get my photos off my camera, organize into web slideshows, etc. A recent upgrade (Picasa3) allows you to make videos out of your slideshows and post them directly to YouTube.

My family recently attended a surprise 70th birthday party for my mother-in-law's sister. Unfortunately, cancer therapy prevented my mother-in-law from attending. I made this video for her; it literally took 5 minutes. The tools are not as flexible as Windows Movie Maker (you won't have as many options), but if you like the idea of dragging and dropping your pics into a YouTube video for family & friends, check it out.....

[Background Info: All the photos were taken in Brockton, MA. My in-laws grew up there (they met when they were 12). My MIL is a HUGE Elvis fan.]

You can also view this on YouTube.

Finger-in-a-Box = Educational

casieri@eden.rutgers.edu (Gabrielle) — Thu, 06 Nov 2008 14:25:00 +0000

CONTENT WARNING: This video is rated TV-Y7 for fantasy violence. If you faint at the sight of "blood", you might want to skip it.

My grandmother loved to tell ghost stories. When I was a kid, she taught me how to do this awesomely gross trick. With thanks to Mimi for the educational experience, and apologies to my mother for the number of performances, click the player below to find out how to do the not-so-famous finger-in-a-box trick:

You can also go directly to Blip.tv and watch it there.

Cardigans = Entertainment

casieri@eden.rutgers.edu (Gabrielle) — Tue, 04 Nov 2008 17:53:00 +0000

Along with glasses and the ability to "shhh", the cardigan is a must-have accessory for every librarian. I'm ready. Here are some (not all) of my cardigans in their very own entertaining (to me) video:

You can also go to YouTube and watch this video there.

Defending Dewey...

casieri@eden.rutgers.edu (Gabrielle) — Mon, 03 Nov 2008 03:12:00 +0000

...against Chris Anderson's attack.

One question I think you could ask is whether the taxonomy/ontology of library catalogs somehow prevent patron access to the Long Tail of the library collection. My answer would be an emphatic "no."

"I tremble to think where the Dewey Decimal System will place the book you're reading right now" (p. 161). Of course, I had to look it up. Most libraries who use the DDC have this book in 658.8, which is the broad category for Marketing. I also looked at user tags in Amazon. The most popular tag for the book is...marketing. There are multiple bookmarks for the Long Tail in Delicious...most include "marketing" as a tag. I also looked up the Library of Congress (LC) classification number; it's HF5415.127. In either the DDC or LC classification, the subject headings for the book are: 1) Market segmentation; 2) Internet marketing; 3) Marketing -- Technological Innovations.

I get the whole "Shopping in the Miscellaneous Aisle" concept. I hear Anderson's frustration with the Blockbuster vs. Amazon model, and the constrictions of physical shelves. I generally bypass the genre-guessing at Blockbuster and ask the kid behind the counter where I can find what I'm looking for. Even better, I go to my library, which has an excellent anime collection (for free).

I would argue that, with the information available in a Google search increasing exponentially as I type this post, finding relevant results are more difficult than Anderson wants us to believe. Assuming that I don't know the title or the author of this book, and I use market segmentation as my keywords for a Google search, I get 6,170,000 results. I can select "Books" to narrow my results, and then I'm down to 3,590. If I perform a subject search in the Library of Congress catalog for "market segmentation," I get 115 results, but I do have the opportunity to scroll down the list and narrow my results by geographic location or other variables. I select the 115 results and find Chris Anderson's book at #15 and #16 on the list (original and revised editions).

How many people are going to search for this book using these keywords? I'm not sure. Probably not that many. Most people are going to have something like, "it's that guy from Wired," or "it's a book about internet shopping" or maybe they will even have part of his name or part of the title. Interestingly, the library catalog allows both author name and title searches. Patrons searching by Dewey number are few and far between.

I like to think that the library catalog helps us quickly locate "Long Tail" items for our patrons. Participation in InterLibrary Loan consortia and increasing digitization of collections allows librarians to move beyond the physical constraints of their small libraries. WorldCat finds the book right away, whether I type "marketing segmentation" (#1 on the list), or Chris Anderson, or long tail. I don't have to know the Dewey number, and I don't need special punctuation.

The library catalog helps filter out the "noise" that shows up in internet searching. Open source software promises to find new ways to connect library catalogs and expand access to existing collections. I believe that library catalogs, as they continue to evolve, will provide patrons with the best methods or fulfilling the two Long Tail imperatives that Anderson describes: "1. Make everything available. 2. Help me find it" (p. 218).

Teacher Training Videos

casieri@eden.rutgers.edu (Gabrielle) — Sun, 02 Nov 2008 15:23:00 +0000

I know there are some other school librarians out there, so I thought I would post this link for you.

http://www.teachertrainingvideos.com/

Russell Stannard uses Camtasia (sound familiar?) to do screencasts of how to use a variety of technology tools. And he has a lovely British accent.

We've learned about most of the tools from Steve, but just in case you eventually lose access to his videos, this is a good backup.

Happy Halloween!

casieri@eden.rutgers.edu (Gabrielle) — Fri, 31 Oct 2008 20:02:00 +0000