So - what's on your to-do list?
The primary purpose of a liberal education is to make one's mind a pleasant place in which to spend one's leisure. ~ Sydney J. Harris
What is education's relationship to cultural change?
- To bring about cultural change?
- To transmit culture?
- To prevent cultural change?
- All of the above
While much attention has been given to the first two roles of education, the last role - preventing or delaying social change - is usually ignored.
When my daughter returned from her first semester at the University of Minnesota, she complained that her classes lacked relevance to her intended vocational goals. Well, in so many words anyway. While the U would probably say those "core" courses are there to make sure a student is well-rounded and culturally literate, I suggested to Carrie that this is simply society using education as a means of slowing cultural change by only allowing students who are willing to conform and delay gratification to gain positions of responsibility in society. "You play by our rules or you don't play at all." And it works very nicely, thank you.
Ask yourself if graduating from high school depends more on a student's IQ or EQ? And how much of EQ is knowing when to simply shut up and go with the flow?
Education is also a means of keeping the rich, rich and the poor, poor. As Jonathan Kozol wrote in Savage Inequalities, in the US there are schools for the governors and schools for the governed. And my guess is that vouchers would exacerbate the rich school/poor school division, setting more firmly in place the current haves and have nots in society. There are always the remarkable few that escape poverty through education, but they are remarkable ... and few.
I have argued before that schools will not change through internal motivation. In fact, I would argue that teachers and administrators are among the most reactionary factors in any educational change model.(Blue Skunk blog readers excepted, of course.) I would add that local communities want little change as well, based on initiatives involving year round school, the importance of high school athletics in the budget, and local reaction major curricular changes (like Everyday Math). Businesses claim they need better educated graduates, but do not support longer school years or higher funding for education. Do they really want employees who think outside the cubicle?
Major cultural shifts are about transfers in power, and nobody gives up power without a fight.
Were it not for institutions applying the breaks to change, I'd guess many of us would experience cultural whiplash. For many of us the societal changes brought about by technology are already creating stress in our lives. So this is not necessarily all bad.
____________________________
As I think about change in education and about education as a cultural change agent, I can make the argument that only the federal government that has been able to change schools enough that they in turn create true cultural change. Over the past 50 years, I would suggest that these laws not only impacted K-12 schools, but changed society as well:
- Desegregation laws
- ADA and special education laws (This may be the single area our selfish boomer generation may be looked on favorably about from a historical perspective!)
- Title IX
- NCLB
- E-rate funding
I know of no state or local initiatives that have had the broad and lasting impact of these federal requirements. Could it be because federal lawmakers are NOT educators so don't know why a thing CAN'T be done?
I take away two things from the list above. First it is federal policy rather than federal funding that has the greatest impact on education. Compare the changes wrought by NCLB compared to E-rate. So as our national associations lobby, I want them to concentrate on policy, not funding.
Second, federal legislation is a two-edged sword. While I am politically aligned with desegregation, ADA, Title IX, and E-rate, the implementation (not the goal) of NCLB works against what I feel best serves students and society. In other words, everyone must pay attention to what is happening in Washington DC and be involved in national politics. Or am I stating the obvious?
Can education effectively be used to change society? What and who actually has the power to change education? Am I missing big changes that started at a local level?
Inquiring minds want to know...
Thanks to Mr. Smith for sharing this funny moment from College Humor.
And to Lisa and Serena ("qui sont les 'super-cools'") for "helping" me with this blog entry.
I've been thinking about Michael Wesch's talk I heard at last week's e-learning conference. He called his keynote "Human Futures for Technology and Education" and made some interesting points. We are seeing, he observes, a movement toward:
- User generated content (YouTube)
- User generated filtering (digg)
- User generated organization (del.icio.us)
- User generated distribution (RSS)
- User generated commentary (blogs)
- User generated ratings (Technorati)
and concludes we are experiencing not a technology or information revolution, but a cultural revolution. He also remarked that while we might easily say "Some students are just not cut out for school," we would not say "Some students are just not cut out for learning."
Wesch obviously looks at technology through the lens of both a cultural anthropologist and an educator - the combination that makes him very interesting indeed. And I would agree that we are experiencing cultural changes brought about by technology.
What I am wondering about is just how fast and universal these changes are - and if any changes brought about by technology in education can be considered truly cultural to date.
The variety of rates at which the tools above are being adopted by the general population was brought home to me vividly by a phone call I received last Monday from Don, a retired teacher who serves on our local lakes association board. He wanted to know how many visitors the association website was getting. Loggin on as webmaster, I found out the site had been averaging about 25 hits a month so far this year. I was mortified; Don was delighted. "Wow, that's almost one a day!" (Take a look a the site - if we get up to 2 visitors a day average, it'll really make Don a happy camper.)
On that same day, I read Amy Bowllan's post in which recommends Problogger: Secrets for Blogging Your Way to a Six-Figure Income and strategizes how she can increase her (probably already substantial) blog readership. I suspect one would need more than "almost" a visitor a day to hit that six figure income. Don and Amy may both be part of the same cultural revolution - but for Don it's revolving att 33 1/3 rpm - while Amy is mp3. (A recent study identified only 6% of American consumers as "digital savvy.")
Last week, when Scott McLeod asked his blog readers about "long term, substantive, sustainable change that occurred in your organization," I was sincerely hard pressed to identify such a change - let alone think about who or what caused it - especially a change abetted by technology. If I survive two more weeks in my current position, I will have completed 31 school years as a teacher, librarian or technology director. And things are more the same in 2008 than they are are different from my first year teaching in 1976. Some changes, yes; cultural changes, substantive changes, no. For the most part adults are still putting 20-30 kids in hard desks in square rooms, talking at them and requiring them to regurgitate what we told them.
To use Zuboff's terms, we have "automated" some aspects of education with technology: attendance, grading, lectures, and communication. But what we have yet to do is "infomate it" - do things we could not do before there was technology. What would real cultural change look like in education?
- All students would have meaningful Individual Education Plans specifically written to their learning styles and needs.
- Classrooms would be truly differentiated with all students learning in their own way, at their own pace. Chronological segregation would not happen.
- Personal motivation and relevance for learning would be a prime ingredient in education.
- Constructivism would be the main pedagogy, not a once-a-year term paper or project.
- Data mining would genuinely determine the most effective teaching methods, teachers and conditions for learning.
- Distance learning would be the norm, opening huge opportunities for students to learn according to interest from the very best instructors.
- Gaming would be the norm and teachers would be game coaches.
- Schools would be genuinely pleasant places where student want to be.
- Assessments would measure individual growth over time, not compare students to artificial norms at snapshots in time.
We seem poised in our technology efforts to make some of these school culture changes. I am not holding my breath for any of these things to happen, but you never know.
Has technology changed school culture? Will it? What will it look like?
In the meantime, one could do worse than take a gander at the official prom photos that are now available for online viewing. Kudos to photographer Benny Lapid for his generosity and skill.
ruminate: 1 : to go over in the mind repeatedly and often casually or slowly 2 : to chew repeatedly for an extended period (M-W.com)
Susan Sedro at Adventures in Educational Blogging shares her frustration at having little time for "deep thinking" and asks her readers:
... how do you make space for deeper thinking? Are you able to ponder deeper thoughts in the midst of business or do you need a clear mental space for it? What strategies have been working for you? Frenetic minds want to know!
It's a great question and this was my response to her:
My sanity (what little remains) demands quiet time to think. I find this by:
- Walking every day for at least an hour (well, almost every day).
- Driving with the radio/CD player off.
- "Scheduling" at least two hours of writing time each Sat and Sun morning.
Not much, but it is what I can eke out. I refuse to get an iPod because I am afraid it would steal even these brief moments of quiet for me. [Doesn't anyone else remember the short story "Harrison Bergeron" by Kurt Vonnegut?]
Too often we are so hell-bent on obtaining information, keeping up, we don't take the time to really ponder what we've taken in.
One of my favorite words is "ruminate." I am not sure which meaning came first - chewing on ideas and information metaphorically or chewing grasses and cud literally. But I like the image of bringing something back up and extracting more nutrient from it a second or third time.
Do Web 2.0 tools encourage or discourage rumination, or as Susan terms it, deep thinking? As I write this or anything I know others will be reading, I am forced to take at least minimal care to consider, organize and articulate my experiences and readings. To think a little harder and longer about stuff than I might normally do. On the other hand, RSS feeds, e-mail newsletters, blog posts, Nings, micro-blogging, and other tools are bringing me more information faster than ever. Without the gift of added hours in the day. Can't one say that he is not finished thinking about a thing without being labeled "indecisive" anymore?
I worry that in our haste to know the facts about the new, we refuse to take the time to consider the implications of the new.
And if we as educators don't slow down and reflect, analyse, consider, doubt, challenge, and dissect, who will be the model of these behaviors for our students?
Where do you find the time to ruminate?
A ruminating cow...
Original image from <http://www.apl385.com/leutasch/index.htm>
District Media and Technology Advisory Committee Evaluation Survey, 2008
Committees have a bad rep. Come'on, you've heard/made the jokes yourself (A camel is a horse designed by a committee.)
But for those of us who lead technology initiatives, an advisory committee is imperative. Our district technology committee is very much modeled on the library advisory committees I led as a building media specialist. And for the same reason: to get support, buy-in, perspective, and direction from as many constituencies as possible.
These are the primary responsibilities for my tech advisory committee that meets 3-4 times a year:
- Guideline development (only school boards in MN can create "policy")
- Long-range planning/short term goal setting
- Budget development
- Program assessment and evaluation
My leadership responsibility is to help inform and guide the committee in reaching good decisions. But it is ultimately the committee's opinion that guides my direction of the department. Really, really.
The primary challenges to leading such a committee include:
- Making meetings meaningful (less reporting, more input gathering is key)
- Helping representatives of continuant groups truly be representatives
- Determining rotation and make-up of committee
- Keeping the larger organization informed about the work of the committee
- Keeping such a committee from micro-managing
- Finding and keeping parents, students and committee members - and helping them find the courage to speak out
- Seeking ways to improve the functioning of such a group (See evaluation form above)
Scott McLeod at Dangerously Irrelevant challenges:
Quick! Name a long term, substantive, sustainable change that occurred in your organization without the active support of your leadership. I'll wait...
That's what I thought. Now why aren't you paying more attention to the learning needs of your administrators?
Hmmmm, Scott seems to be equating leadership with administration. Personally, I've found most substantive changes are made via task-force, Professional Learning Community, external pressures (ie: state and federal mandates, parental demands) and, yes, even committees.
Most administrators I've worked for and with are managers, not leaders - with only a few notable exceptions. Is it because I have failed their learning needs - or for other reasons?
Your experiences?
I'm glad it is not a personal mental deficiency - my inability to multi-task.
According to Brain Rules by John Medina, multi-tasking is a myth. (Great summary, including short video clips from accompanying DVD here at the Presentation Zen website. My personal copy of the book and DVD are on order!)
According to Medina, multitaskers take twice as long to accomplish things and have double the error rate. Check out the amusing video from YouTube (My trusted source of all things scientific.) and his Facebook! entry on the topic.
I thought of this yesterday when attending a presentation by Michael Wesch of The Machine is Using Us fame. (Great presenter and message, BTW). At the end of the keynote, I had an entire page of handwritten notes, which has become unusual for me. Why?
My laptop's battery was dead and the lecture hall had zero electrical outlets. I could not do my usual thing of checking e-mail, reading rss feeds, or Twittering and half attending to the lecture. Now Wesch's talk was probably interesting enough to suck my eyeballs away from the computer screen, but then again, maybe not.
One of the things that I seriously question is the conversation about "enhancing" presentations with live blogging, back-channel discussions, streaming on-screen chat, and other noxious goings-on. Are these things actually valuable or are we doing them because we're nerds and we can?
I received a mailing about a People to People Citizen Ambassador program to Vietnam and Cambodia led by Dominican University professor Susan Roman in this week's snail mail. The trip looks fascinating and it combines a number of real areas of interest to me: libraries and technology and education in developing countries. It would also give me an excuse to visit two countries that have long been on my "must-see" list. (Am I old enough to call it my "bucket list?"- gulp!) But the trip is not inexpensive and it would require my being gone from home and school for two weeks.
Anyway, I received these responses to a query sent to LM_Net, SIGMS, and AASLForum asking about others' experiences with the People to People program. Wisdom of the Crowds and all that. I promised to share what I found out so here it is...
- What I can tell you is that just about every librarian I know in my district and I received the invitation, too, or one similar to somewhere. [The invitation list was perhaps not as selective as the letter implied. - Doug)
- The mailing goes out to most people in YALSA and many in ALA. When I asked about it last year as I had gotten it then and again this year, many people who had gone said it was great and others thought that if you wish to travel to those areas - go on your own time. I guess it's up to you if you wish to spend the money. My decision was made when the admin said I'd face a losing a year toward tenure even though I was willing to take the three days dock in pay that would have resulted. The union would have fought it, but I decided it wasn't a battle worth fighting. thought I'd wait for a new admin........ This one sounds very interesting and I know the Dominican connection. It will be a good one. If I didn't have three in college.........
- My husband and I went to China last year with People to People. It was well organized and we were treated like royalty everywhere we went. It was expensive, but I always felt completely safe everywhere we went. We had tour guides in each city and individual guides to go with guests on excursions. In addition, we always had a representative from People to People to translate, if needed, at airports, and wherever we changed modes of transportation. We never had to wait in line to enter events, either. I recommend it if you are interested in the educational part of it; in our trip, we visited many schools that would have otherwise been closed to us. Of course, the libraries were virtually nonexistent, but the schools were interesting to see.
- I’m the media specialist at an elementary school in ... New Jersey. I have taken two trips with People to People. I went in 1994 to China with Bill Teale to schools and children’s book publishers. I can’t speak highly enough about this experience. Of course we visited many tourist sites as well as the schools. It was invaluable as a learning experience. I also traveled to New Zealand and Australia with teachers at the conclusion of the IRA international meeting in New Zealand in 2001. This was during the summer so did not involve missing class time. It seems that most trips take two weeks and cost $5000+. This cost is for everything from the exit city and back. You only have to spend on souvenirs and items to bring back to your school. I was also invited to go on the trip to Vietnam and Cambodia, but my superintendent did not see fit to grant my request for a temporary leave for two weeks. ... I do not know of Susan Roman but I would google her or check the university site for information. You really want someone leading the delegation that has a definite objective in mind. I really envy you and wish I could go also. Please let me know how it goes.
- Haven't been part of this program personally, but my daughter will be traveling to Europe with People to People this summer. My friend's daughter also went on two trips with People to People. From everything I've seen so far, it's a great program, but yes, there is the expense. I would love to be able to go myself because it seems as though the group has opportunities a normal tourist would not.
- I cannot speak for other librarians who have taken this trip, but my nephew did people to people, and visited Ireland. My sister was pleased. The cost is pricey, but it's a very reputable program. Have Fun!
- I too received the invitation. I gave it a lot of thought and some research. I checked the archives and found posts like yours for almost every year. I checked the Dominican website but the most helpful website was the People to People website. I finally decided that while I really want to have a similar experience, recent weather and natural disasters in that area, along with political unrest in adjacent parts of the world have given me pause and I have decided not to pursue the trip. Perhaps in the future with a different destination, I will give it a try.
Some additional information:
I received a number of comments about student P2P trips from the perspective of the adult sponsors of such trips. I did not include these responses, but they were favorable too.
I visited with 3 other people who were happy to answer by questions. I was curious about flexibility, group size, and tax deductibility:
- Susan Roman is an experienced trip leader (8 trips) and spent a long time on the phone with me. I felt comfortable after talking to her that one had some flexibility when it came to choosing the "cultural" aspects of the tour, but not the educational components. That suits me fine. In her experience, the group sizes were between 18-58 with a mixed composition of adult students, practitioners and retired people. (I would not be happy in a group of over 25, I think.) She also stressed that 60% of one's time would be spent in visits and exchanges with fellow professionals.
- I visited with a representative from People to People. She assured me I could make my own flight arrangements (frequent flyer miles, you know) and pick alternative arrival/departure dates. She said the group size would be between 20-40. I would need to make a commitment 90 days prior to departure.
- I also emailed my tax preparer who discouraged me making the trip a deductible business expense, based on the information on the P2P website.
So, based on this information, I am definitely, 100%, absolutely committed to doing more thinking about the trip and making a final decision in early September.
Any Blue Skunk readers with experiences with the Ambassador Program, I'd love to hear from you. Thanks!
It's been especially fun because people keep checking out the books and we get to find more to recommend!
I'll be away for a longer-than-usual long weekend. When I come back, finals will be in full swing. Best wishes to all for an easy path to the end point.
I've been playing around with the best way to present to the architect the information/technology infrastructure needed in our new elementary school's learning spaces, especially the classrooms. The diagram above (larger tiff file here) represents my thinking to date, but it seems less than visionary.
Here are some questions I have...
- Do we need a standard classroom floor plan because of technology? In other words, does the teacher's desk, the front of the room, the IWB, etc. need to be in the same location more or less permanently in each classroom?
- Do we consider equipment like document cameras, student response systems, and remote slates add-ons, or infrastructure? In other words, does the design of the classroom need to take these soon to be ubiquitous tools into consideration?
- Do we need an electrical grid in floor? While students and teachers may be using wireless internet access and laptop computers, to date, the batteries do not last the length of a school day. CAN WE ELIMINATE THE NEED FOR EXTENSION CORDS WITH A LITTLE FORESIGHT?
- Do we need computer network drops on all walls? Yes, we will be putting in wireless, but at what point in the future will wireless offer the robustness, bandwidth and security needed for things like online testing or online photo/video editing, and video streaming? How many of these drops need to be homeruns back to switches in closets? Can we somehow eliminate in-room dumb hubs?
- Can ALL the wires coming into the classroom be Ethernet? Can voice, data and video converge into a single set of wires? What happens if the "one" wire connection is lost? Do we need some kind of redundancy?
- Can we use a single amplifier and set of speakers for all sound sources - teacher voice, student voice, video, telephone, computer, etc.? Do we need both a TV set and an data projector? Where and how do we place a television receiver so channels can be selected? Do the cost of LCD projector lamps make having a TV and projector still economically wise?
- How sophisticated does the video output from the classroom need to be? Will a built-in camera using Skype meet most needs or will a small, separate CODEC and camera be needed?
Tho' much is taken, much abides; and tho'
We are not now that strength which in old days
Moved earth and heaven, that which we are, we are,--
One equal temper of heroic hearts,
Made weak by time and fate, but strong in will
To strive, to seek, to find, and not to yield.
Ulysses by Alfred Tennyson
Cary and I met our goal of 23 miles in two days, not three. We survived hail, rain, wind, wolves, narrow bridges, defective camp stoves, slippery trails, and a damned cold night. We carried 40-50 pound packs to the highest point of the trail. Heroic hearts, indeed.
I have almost recovered.
Aging fellows like me need a good physical challenge now and again. More so now really than when youth had its horns out and went looking for some territory to defend or some mate to impress. It is simply about proving to oneself that one yet harbors a small ember of the strength and, perhaps, promise of youth. That the muscles still serve - though they take longer to warm up. That the lungs still work - perhaps harder than ever. But perhaps the best thing to know is that the brain still functions - enough anyway to read a map, talk politics and women, and survive a day or two in the wild. That we are foolish enough to take on the trail, but smart enough not to hurt ourselves too much in the process.
Yet it's not really a hardening of the arteries, I fear, but hardening of the opinions. A malady that seems endemic among people my age (and younger). How do I keep from becoming one of the old grumps in the teachers' lounge who counters every change advanced with, "Yeah, we tried it that way twenty years ago. It didn't work then and it won't work now."
It's tougher to stay mentally flexible than physically fit. What can you do to make sure you can still touch your intellectual toes?
Or as Tennyson might put it:
To follow knowledge like a sinking star,
Beyond the utmost bound of human thought.
_______________________________________________
Other trail photos can be found here.
Beaver pond near Carlson Lake. Doug Johnson, May 2008
Our hike started at the northern most point - a few yards from the Canadian border and took us to just
outside the Magney State Park. We have a ways to go. Map from SHT website.
Suran, Aaron, Aran, and Aliisa -- we'll miss you!
{via}
- I am at two with nature. Woody Allen
Up to 200 people each year take three weeks "through hiking" the 200 mile long Superior Hiking Trail, starting at one of the trail that stretches from the Canadian border to Two Harbors, MN.
My friend Cary and I will not be among them.
But we are tackling the route in sections that fit our stamina and ability to be gone from our jobs. We're hoping to hike about 25 miles over three days this weekend. It's a start. Rather than our usual meandering annual jaunt, this year we have A PLAN. We are starting on the north end of the trail and walking south until we get to Duluth. We estimate it will take 10 years unless both get fired and have little else to do with our lives.
Cary Griffith is an expert on being lost. I am not sure I find that a comfort. His book Lost in the Wild (a classic in the survival genre) is a fantastic read and should be in every middle and high school library on the planet, especially for reluctant male readers. If they weren't reluctant readers before they started the book, they will be afterward. (That's a joke.) Even if I wasn't Cary's friend and even I wasn't given prominence - OK, mention - in the acknowledgements, I would still recommend this compelling story.
If you would like a sample of Mr. Griffith's prose, try "Surviving Cascade," a re-telling of the manly adventures of the author, his friend Doug, and their boys - Nick, Noah and Brady. It recounts the hike our sons still lovingly refer to as "The Death March." (See, boys, didn't we tell you that you really don't need all your toes?)
Here is part of the trail's description from its official website:
The Trail is routed principally along the ridgeline overlooking Lake Superior. At its lowest point, the Trail goes along the lakeshore, which is 602 feet above sea level. At its highest point the Trail is 1750 feet above sea level and more than 1000 feet above Lake Superior. The Trail is characterized by ascents to rock outcroppings and cliffs, and descents into numerous river and creek valleys crossed by attractive and functional bridges. Panoramic overlooks of Lake Superior, the Sawtooth Mountains and inland woodlands, lakes and rivers are abundant along the length of the Trail. At many points, the Trail follows rivers and creeks, often for distances of a mile or more, show-casing waterfalls and rapids, bends and deep gorges where thousands of years of rushing water has cut into layers of ancient volcanic rock.
I can attest to the region's beauty and ruggedness. It will be an awesome hike. Oh, the last website update from May 17th indicated there was still snow in areas along the trail. I'm packing my long johns. And the LWW suggested I bring aspirin for mornings after sleeping on the ground.
Anyway the Blue Skunk will be off line for a few days. Enjoy the respite.
My 22-year-old son Brady's take on Daniel Pink's latest book, The Adventures of Johnny Bunko:
Hi Dad,
I thought Johnny Bunko was fantastic, it was a very relevant kind of motivation for young adults today. The art style and the characters are a fantastic way to get a message across that kids normally wouldn't even be receptive to. It almost works as kind of a gateway to this kind of thinking, and makes me want to read more of these kinds of books. I wish I had something like this before I started college to put me in the right mindset for the real world. I'm keeping this book and these lessons on hand for a long time as a reminder of what I really want to get out of life.
Looking forward to Memorial Day weekend. Do you think we can squeeze in Indiana Jones?
Love,
Brady(A scan of his college tuition bill was attached.)
I sent Brady's review to Mr. Pink, and he responded:
Doug --
Thanks for this. You (and he) made my day. Brady has kept me in the writing business for at least a few more weeks!
Thanks again.
Cheers,
Dan
Pretty cool, I thought.
Looking for a great graduation gift this spring?
I have to say that Brady is a pretty cool kid. He's the one that draws the skunks for my blog's heading, did the art work of Machines Are the Easy Part, and still is willing to have the occasional lunch or dinner with his old man. Check the latest custom art work:
A sacred cow.
A gardening skunk
Picnicking skunks.
And of course the rollerblading skunk in the header of the blog (at least today).
It's wonderful to have children of whom one can be proud, and LWW and I are four for four.
The grandsons look promising as well.
A computer lab on the floor of Dakota Meadows Media Center, supported by in floor computer wiring and electrical outlets.
Red indicates under-floor conduit though which wiring can be run through the floor or the library.
About the only safe prediction about the future is that technology will change. Resources will change in format. Learning activities will change. Good school library design dictates that spaces are designed to be as flexible as possible. Running plenty of conduit and putting electrical outlets through spaces are still good practice. Try to place classrooms or other spaces adjacent to the media center so that they can be incorporated into the library if space needs increase. Or try to make sure there is an outside wall where an addition can be built if necessary.
At the same time, it's a mistake to design for technologies that do not yet exist, no matter how tantalizingly close they appear. E-books are not replacing print materials at this time. Wireless network access remains too slow, insecure and unreliable to replace Ethernet. Presentations are still given in physical space as well as virtually.
This "design principle" is probably the most important, but most difficult to practice. How have you seen library spaces made flexible and future-friendly?
A selection of blogs by and for school librarians as noted on LM_NET and other sources. This list was compiled by Christopher Harris from Infomancy as a way to showcase school librarians who are blogging. An additional selection of more general education and instructional technology blogs can be found at http://schoolblogs.suprglu.com.
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