Today's mantra: You are exactly where you need to be.
This is something I have struggled with throughout my life. The grass is always greener some where else. That other job in that other work place is better than where I am now. That house in that suburb is better than where I am now. Why can't I accept that I am where I need to be?!?
I strongly believe in fate. There are too many people I have met in my life at different times that cement the idea that I was supposed to be there at that moment in time to meet them. Sure, some have moved on or I have moved on from them, but for that moment in time, I needed to be there and I needed to meet them.
Right now, I live in a beautiful part of the world (admittedly I have not seen a lot of the world - you see there's that grass is always greener coming back again), I have a beautiful family and some wonderful friends and family. I have met some beautiful people that I continually learn things from or learn things about myself from.
There may still be parts of my life where I am dissatisfied but perhaps that is what I have to work on and I'm here because I have to work on them to become a better person or to learn a lesson. But I strongly feel that I am exactly where I need to be at this point in time!
How about you? Are you exactly where you need to be?
Showing posts with label learning. Show all posts
Showing posts with label learning. Show all posts
Monday, December 29, 2014
Friday, June 28, 2013
#blogjune Post 28 - Lunchtime Conversations
Today I had lunch with some council colleagues from another department. As a librarian in local government, within the council teams I consider myself to be Canada - the safe colleague who gets along with the majority of the staff in the organisation.
Anyway, I'm not here to post about me. Conversation drifted to one of the colleagues mentioning they had recently seen a Catalyst episode on ABC TV about Information Overload.
They must have repeated the episode because I could only find one that was aired in 2012. But regardless, the topic is still relevant.
What struck my colleague is the impact of information consumption on children. On how our children are part of the "born digital" generation who will know no different then to using technology for everyday things and learning. These quotes from the show illustrate that:
"Prof David NicholasWe're all plugged in to the big, fat information pipe now. We can contact a massive library. Information is on tap.
Baroness Susan Greenfield
They're a side issue of salad, you know? In restaurants, everyone has their mobiles. You only have to see people incessantly using their thumbs while they're talking to someone else. You only have to see people with those white wires in their heads, not communicating or connecting with the outside world, let alone each other.
Anja Taylor
The virtual revolution is transforming the way we shop, manage our health, entertain ourselves and even how we make friends.
Prof Jean Twenge
Websites like Facebook and Twitter and YouTube really allow people to seek attention for themselves.
Prof Jeremy Bailenson
I can do things we can never do in the physical world. The rules, the physics, of how social interactions work get completely changed.
Baroness Susan Greenfield
I think the question of the impact of technology on young brains is as broad a question as that, let's say, of climate change. It's unprecedented, it's highly controversial - some people think we're doomed.
NARRATION
Whatever you think of digital technology, one thing is certain - there's no going back.
Anja Taylor
Digital technology is now so pervasive that there's an app that shows me what's in front of my phone so I don't run into things. If I lose connection, I feel anxious and thirsty for information. So if I'm feeling so ill at ease without it, what is all this constant stimulation actually doing to my brain?
Dr Bahador Bahrami
If you practise juggling for a week, then your brain is going to change. Now imagine for the past ten years, you have been sitting at your computer a few hours a day and using internet - of course it has changed you. There is no way that it shouldn't."
In previous posts, I have discussed children and technology, and what is a good age to have children using technology etc. The discussion I had with colleagues over lunch centred on how children look for information in a totally different way to what we do.
I am possibly making broad assumptions when I say this but during our discussion we did say that the majority of children (and I'm referring to those in primary school) will look to "Google" prior to looking to anywhere else when seeking information.
My colleagues and I reflected on how we would always go to a book first - most regularly the encyclopedia. We also reflected on the "finding information skills" that we were taught by the school librarian as part of our weekly library sessions. I have also blogged about the lack of this happening in schools these days.
I then mentioned how some studies have shown that university students do not absorb as much information when reading from a screen - computer or tablet - then when reading from a physical book. However, I said that we should do studies on our own children, who are born digital, when they are older to see if they also do not absorb as much information, because I believe the tide will have turned. Mainly because they will be so used to receiving information on a screen that, like is mentioned in the narration from Catalyst, their brain will change. Their method of learning will be much different to ours and those of university students today.
Insert Catalyst Narration:
"NARRATIONDigital natives - users born after 1993 - are less focused or engaged with each site. But is that a concern?
Dr Bahador Bahrami
Your brain is not there to give you education. Your brain is part of a biological organism that tries to maximise, uh, things, such as, for example, how easily you can get on with life without having to spend much energy, much time, or much effort. And if this maximises your gain without putting much effort in it, you brain is, of course, going to do this. This is very, very rational. If you take your child away from internet and just tell them, 'You have to go to the encyclopaedia in paper and find the answer, write it down in your notebook and take it to your teacher,' yes, she will be able to focus greatly. But 20 years from now, that is not what's going to get her in front of everybody else. Because everybody else does that in a second."
What do you think?
Anyway, I'm not here to post about me. Conversation drifted to one of the colleagues mentioning they had recently seen a Catalyst episode on ABC TV about Information Overload.
They must have repeated the episode because I could only find one that was aired in 2012. But regardless, the topic is still relevant.
What struck my colleague is the impact of information consumption on children. On how our children are part of the "born digital" generation who will know no different then to using technology for everyday things and learning. These quotes from the show illustrate that:
"Prof David NicholasWe're all plugged in to the big, fat information pipe now. We can contact a massive library. Information is on tap.
Baroness Susan Greenfield
They're a side issue of salad, you know? In restaurants, everyone has their mobiles. You only have to see people incessantly using their thumbs while they're talking to someone else. You only have to see people with those white wires in their heads, not communicating or connecting with the outside world, let alone each other.
Anja Taylor
The virtual revolution is transforming the way we shop, manage our health, entertain ourselves and even how we make friends.
Prof Jean Twenge
Websites like Facebook and Twitter and YouTube really allow people to seek attention for themselves.
Prof Jeremy Bailenson
I can do things we can never do in the physical world. The rules, the physics, of how social interactions work get completely changed.
Baroness Susan Greenfield
I think the question of the impact of technology on young brains is as broad a question as that, let's say, of climate change. It's unprecedented, it's highly controversial - some people think we're doomed.
NARRATION
Whatever you think of digital technology, one thing is certain - there's no going back.
Anja Taylor
Digital technology is now so pervasive that there's an app that shows me what's in front of my phone so I don't run into things. If I lose connection, I feel anxious and thirsty for information. So if I'm feeling so ill at ease without it, what is all this constant stimulation actually doing to my brain?
Dr Bahador Bahrami
If you practise juggling for a week, then your brain is going to change. Now imagine for the past ten years, you have been sitting at your computer a few hours a day and using internet - of course it has changed you. There is no way that it shouldn't."
In previous posts, I have discussed children and technology, and what is a good age to have children using technology etc. The discussion I had with colleagues over lunch centred on how children look for information in a totally different way to what we do.
I am possibly making broad assumptions when I say this but during our discussion we did say that the majority of children (and I'm referring to those in primary school) will look to "Google" prior to looking to anywhere else when seeking information.
My colleagues and I reflected on how we would always go to a book first - most regularly the encyclopedia. We also reflected on the "finding information skills" that we were taught by the school librarian as part of our weekly library sessions. I have also blogged about the lack of this happening in schools these days.
I then mentioned how some studies have shown that university students do not absorb as much information when reading from a screen - computer or tablet - then when reading from a physical book. However, I said that we should do studies on our own children, who are born digital, when they are older to see if they also do not absorb as much information, because I believe the tide will have turned. Mainly because they will be so used to receiving information on a screen that, like is mentioned in the narration from Catalyst, their brain will change. Their method of learning will be much different to ours and those of university students today.
Insert Catalyst Narration:
"NARRATIONDigital natives - users born after 1993 - are less focused or engaged with each site. But is that a concern?
Dr Bahador Bahrami
Your brain is not there to give you education. Your brain is part of a biological organism that tries to maximise, uh, things, such as, for example, how easily you can get on with life without having to spend much energy, much time, or much effort. And if this maximises your gain without putting much effort in it, you brain is, of course, going to do this. This is very, very rational. If you take your child away from internet and just tell them, 'You have to go to the encyclopaedia in paper and find the answer, write it down in your notebook and take it to your teacher,' yes, she will be able to focus greatly. But 20 years from now, that is not what's going to get her in front of everybody else. Because everybody else does that in a second."
What do you think?
Tuesday, June 25, 2013
#blogjune Post 25 - Revist: How Young is too Young for Technology?
Back in blog post 9 I pondered how young is too young for technology?
@shewgirl who originally prompted my pondering has responded to my post with Is the use of technology dependent on age?
Let's just start by saying that I agree with @shewgirl's (and I wish predictive text would stop changing this to @showgirl) that public libraries are in an excellent position to show how technology can be used to support learning and development.
If you think about it, at one stage in our lifetime, books were referred to as futuristic objects and sometimes feared by what they contained and thoughts they provoked. The same can be said about technology.
I have witnessed how my own child interacts with technology - pick up an iPad and of she goes with little need for instruction on how to use it - it is almost intuitive. It's second nature. The same with computers and hand held game devices - or any hand held mobile device.
Just a child seems to know that they should turn the pages - often after they had tasted them - they know that if they touch the screen something will happen. If they move the mouse, something will happen. If they press the button, something will happen.
Learning, as most of us know, is made up of using all of our senses (or all the one's available to us) - listening, speaking, seeing, and touching. You can add tasting (although not the recommended learning tool for all things) as well. I'm sure there is more, but you get the picture.
By introducing a child to a device such as an iPad, we are providing just another way of learning. And by assisting parents and carers by showing them how the device can be used and what apps/programs to use - then we are meeting one of our many roles as librarians - empowering people with information.
I only wish we had more iPads to offer a program such as iTots on a larger scale, but we can work on that.
@shewgirl who originally prompted my pondering has responded to my post with Is the use of technology dependent on age?
Let's just start by saying that I agree with @shewgirl's (and I wish predictive text would stop changing this to @showgirl) that public libraries are in an excellent position to show how technology can be used to support learning and development.
If you think about it, at one stage in our lifetime, books were referred to as futuristic objects and sometimes feared by what they contained and thoughts they provoked. The same can be said about technology.
I have witnessed how my own child interacts with technology - pick up an iPad and of she goes with little need for instruction on how to use it - it is almost intuitive. It's second nature. The same with computers and hand held game devices - or any hand held mobile device.
Just a child seems to know that they should turn the pages - often after they had tasted them - they know that if they touch the screen something will happen. If they move the mouse, something will happen. If they press the button, something will happen.
Learning, as most of us know, is made up of using all of our senses (or all the one's available to us) - listening, speaking, seeing, and touching. You can add tasting (although not the recommended learning tool for all things) as well. I'm sure there is more, but you get the picture.
By introducing a child to a device such as an iPad, we are providing just another way of learning. And by assisting parents and carers by showing them how the device can be used and what apps/programs to use - then we are meeting one of our many roles as librarians - empowering people with information.
I only wish we had more iPads to offer a program such as iTots on a larger scale, but we can work on that.
Saturday, June 8, 2013
#blogjune Post 9 - How Young is Too Young for Technology?
I was secretly hoping that someone participating in #blogjune had come up with a meme for me to do today that didn't require much thinking. I'm not in a thinking or reflective mood this morning and it is nothing to do with the fact that I drank some pink bubbly stuff last night and sang my lungs out!!
Miss A is having a friend over and they will be arriving soon so this will be a slightly rushed post.
My library service recently purchased some iPads with some left over grant funding for our junior collection with the plan to use the iPads in storytime sessions.
My friend, @shewgirl has been using iPads in storytime at her library service and we thought it might be something worth trying in our library service.
However, my new trainee, who is 19 years old, said to me the other day that she is not comfortable using iPads at storytime and thinks it's wrong to have babies (the majority of our storytime attendees are under 3 so we do more rhyme time then storytime) playing with technology.
Admittedly, we are yet to put together a program or have staff training in this area so she may be jumping to conclusions. But then I thought about when I introduced technology to Miss A.
We did have some fun button pressing toys that had lights and music and sounds but nothing like an iPad. It is only in the last 2 years (when she turned 6 years old) that we've let her go on the computer and play online games. And since I brought home the work iPad she has been hooked on Minecraft and another game which I had never seen before. She now wants us to buy an iPad - that's another story!!
So while I can see the benefit of introducing iPads as another learning tool for babies and toddlers - should we be introducing such technology at this age? Or is this technology preparing them for how they will be learning in the future?
Miss A is having a friend over and they will be arriving soon so this will be a slightly rushed post.
My library service recently purchased some iPads with some left over grant funding for our junior collection with the plan to use the iPads in storytime sessions.
My friend, @shewgirl has been using iPads in storytime at her library service and we thought it might be something worth trying in our library service.
However, my new trainee, who is 19 years old, said to me the other day that she is not comfortable using iPads at storytime and thinks it's wrong to have babies (the majority of our storytime attendees are under 3 so we do more rhyme time then storytime) playing with technology.
Admittedly, we are yet to put together a program or have staff training in this area so she may be jumping to conclusions. But then I thought about when I introduced technology to Miss A.
We did have some fun button pressing toys that had lights and music and sounds but nothing like an iPad. It is only in the last 2 years (when she turned 6 years old) that we've let her go on the computer and play online games. And since I brought home the work iPad she has been hooked on Minecraft and another game which I had never seen before. She now wants us to buy an iPad - that's another story!!
So while I can see the benefit of introducing iPads as another learning tool for babies and toddlers - should we be introducing such technology at this age? Or is this technology preparing them for how they will be learning in the future?
Wednesday, January 2, 2013
Blog12daysxmas Post 10
Today's Destiny Card is Detail.
Yesterday Miss A and I went to the Bellingen Swimming Pool and spent almost 3 hours there. I only really wanted to spend 2 hours but Miss A wanted to spend the whole day so I told her we would go to the Library to get some books to get her out of the pool - surprisingly this worked.
So off to the Library we went and up went my blood pressure. I'm on holidays and I don't want to think about work but of course when you visit work during you holidays you automatically think about work. And all the work you have to do when you return to work. Sigh!
Once home, and I completed my hour long daily walk, I relaxed and started playing around with our library service Zinio eMagazine subscription and then played around with our OneClickDigital downloadable eAudio subscription, and then played around with State Library of NSW Library PressDisplay online newspaper subscription.
And then Miss A and I went to bed and I read 2 of the books we borrowed from the Library. I slept well until 2.30am and then thoughts of work came back into my head. Now don't you hate that?!?
Of course, once I started thinking about work I then had to pull apart every detail and write mental lists and basically work myself up into a state so I couldn't go back to bed for a few hours.
Don't get me wrong, there are some things I'm looking forward to about returning to work for a new year but many others I really am concerned about.
However, I read a blog post or a quote from somewhere and of course I can't find it now. But it was something about fear and how if we fear something then we will convince ourselves to fear it instead of convincing ourselves that we have nothing to fear. It may even have been in my stars for the year or yesterday. Basically it had me thinking that I should not fear what coming back to work has in store for me but embrace it as a challenge and then it won't get the better of me.
I also read an interesting post about blogging: Done is better than perfect (thanks @flexnib). And this made me think about my own blogging experience over the last few weeks. There have been times when I didn't feel I had anything to write but then I started writing and found I did.
I have also stopped worrying about how many people read my blog and what they think about what I have shared. Blogging is a learning experience and sometimes it is just a place to get things out of your head and onto "paper."
For me, blogging allows me to reflect on things whether they be professional or personal.
Yesterday Miss A and I went to the Bellingen Swimming Pool and spent almost 3 hours there. I only really wanted to spend 2 hours but Miss A wanted to spend the whole day so I told her we would go to the Library to get some books to get her out of the pool - surprisingly this worked.
So off to the Library we went and up went my blood pressure. I'm on holidays and I don't want to think about work but of course when you visit work during you holidays you automatically think about work. And all the work you have to do when you return to work. Sigh!
Once home, and I completed my hour long daily walk, I relaxed and started playing around with our library service Zinio eMagazine subscription and then played around with our OneClickDigital downloadable eAudio subscription, and then played around with State Library of NSW Library PressDisplay online newspaper subscription.
And then Miss A and I went to bed and I read 2 of the books we borrowed from the Library. I slept well until 2.30am and then thoughts of work came back into my head. Now don't you hate that?!?
Of course, once I started thinking about work I then had to pull apart every detail and write mental lists and basically work myself up into a state so I couldn't go back to bed for a few hours.
Don't get me wrong, there are some things I'm looking forward to about returning to work for a new year but many others I really am concerned about.
However, I read a blog post or a quote from somewhere and of course I can't find it now. But it was something about fear and how if we fear something then we will convince ourselves to fear it instead of convincing ourselves that we have nothing to fear. It may even have been in my stars for the year or yesterday. Basically it had me thinking that I should not fear what coming back to work has in store for me but embrace it as a challenge and then it won't get the better of me.
I also read an interesting post about blogging: Done is better than perfect (thanks @flexnib). And this made me think about my own blogging experience over the last few weeks. There have been times when I didn't feel I had anything to write but then I started writing and found I did.
I have also stopped worrying about how many people read my blog and what they think about what I have shared. Blogging is a learning experience and sometimes it is just a place to get things out of your head and onto "paper."
For me, blogging allows me to reflect on things whether they be professional or personal.
Thursday, December 27, 2012
Blog December Post 28/Blog12daysxmas Post 4 - Core Services?
Excuse my mistake yesterday with the number of Blog December post - it should've been 27 not 28 as 28 is today.
Today's Destiny Card is Care.
On the 4th day of Christmas.... I had an interesting twitter debate concerning core/traditional library services. This meant that I started thinking about work, duh!
This then lead me to read the latest and final edition of APLIS. Yes APLIS is no longer being published - which is a bit sad really as it always had some great articles focusing on Australian and New Zealand public libraries.
Anyway, back to the twitter debate. One article out of APLIS caught my eye (well actually two articles but this was the first one): OUR LEARNING LANDSCAPE: OPPORTUNITIES, CHALLENGES AND
POSSIBILITIES Sue Roberts Chief Executive Officer and State Librarian, State Library of Victoria, Aplis 25(4) December 2012.
The article starts by saying: Libraries are operating in a rapidly changing information, pedagogic and technological environment. In this context, libraries have been redefined as facilitators of access to a world of information far beyond physical collections, providing access to global information through online resources and systems; many have also positioned themselves as facilitators of learning, with the emphasis on informal and lifelong learning, and as physical and virtual spaces for community engagement and connection.
I've sort of blogged about this before and fear I may be sounding like a bit of a broken record but what of the one person library or the libraries that require refurbishing or rebuilding but don't have the funds to do so - will they be left behind? Will their communities be left without a library or a building full of books that is not being used? What of our traditional/core services and what are they?
After a bit of searching via Google, I couldn't really find a list anywhere of core library services - I was looking for public libraries. What are your thoughts on core library services?
Wood County District Public Library lists its core services as:
Today's Destiny Card is Care.
On the 4th day of Christmas.... I had an interesting twitter debate concerning core/traditional library services. This meant that I started thinking about work, duh!
This then lead me to read the latest and final edition of APLIS. Yes APLIS is no longer being published - which is a bit sad really as it always had some great articles focusing on Australian and New Zealand public libraries.
Anyway, back to the twitter debate. One article out of APLIS caught my eye (well actually two articles but this was the first one): OUR LEARNING LANDSCAPE: OPPORTUNITIES, CHALLENGES AND
POSSIBILITIES Sue Roberts Chief Executive Officer and State Librarian, State Library of Victoria, Aplis 25(4) December 2012.
The article starts by saying: Libraries are operating in a rapidly changing information, pedagogic and technological environment. In this context, libraries have been redefined as facilitators of access to a world of information far beyond physical collections, providing access to global information through online resources and systems; many have also positioned themselves as facilitators of learning, with the emphasis on informal and lifelong learning, and as physical and virtual spaces for community engagement and connection.
I've sort of blogged about this before and fear I may be sounding like a bit of a broken record but what of the one person library or the libraries that require refurbishing or rebuilding but don't have the funds to do so - will they be left behind? Will their communities be left without a library or a building full of books that is not being used? What of our traditional/core services and what are they?
After a bit of searching via Google, I couldn't really find a list anywhere of core library services - I was looking for public libraries. What are your thoughts on core library services?
Wood County District Public Library lists its core services as:
- Quality customer service
- Providing materials and resources that meet the needs and wishes of our diverse and growing community
- Babies & Preschoolers’ “Door to Learning”
- Sharing materials within the “Serving Every Ohioan” Library Consortium
- Bowling Green and Wood County history and genealogy information
- Connecting the collections to our communities through programming, literacy, bookmobile and outreach services
- Community gathering place
Do you agree with this list or does the list have to come from the community the library serves? Does the community determine core services?
There is another interesting article in this edition of APLIS: DEVELOPING PARTNERSHIPS TO DELIVER LEARNING PROGRAMS: THE MOONEE VALLEY EXPERIENCE Troy Watson Manager Library and Learning, Moonee Valley City Council Victoria, Aplis 25(4) December 2012.
It discusses how through collaboration and partnerships, Avondale Heights Library and Learning Centre provides informal and formal training programs.
It seems to be a bit of a theme for libraries in Victoria to be developing learning and/or lifelong learning frameworks - I wonder how long before other states follow?
In my libraries, I know there is a need for basic computer training for the community. How do I know this, because when I first started working here four years ago, the first thing I did was run computer training sessions. Each session was fully booked - it wasn't that hard as I only had 7 computers to work with in one branch, five in another and four in another. So it didn't allow for big numbers of attendees. We also don't have laptops available for use.
I ran the lessons on my Monday - which is technically supposed to be a day for me to catch up on my managerial/running three branch libraries tasks and also attend team leader meetings/book selection at HQ.
In the end I burnt out. The classes were not sustainable as I was the only one doing them and I had to play catch up with my other tasks.
Since then our library service has subscribed to an online computer tutorial program which is where we direct our library members when asked about computer lessons. One of our local neighbourhood centres also runs one-on-one lessons at a cost.
I have thought about partnering with a training provider but as we are not set up with a computer training room or laptops - it won't really work well. Also, I don't believe that those that need computer training the most are in the position to pay for the lessons - so who pays the training provider to run the lessons.
In one of my branches I don't even have the funding to run story time sessions - which I really do consider a core library service. We had a volunteer doing it for a while but then they asked for employment or payment. Again not sustainable.
I have a list of possible programs a mile long which I would love to roll out, but can't - not because the need isnt' there but because the resources aren't there nor is the funding. And don't you worry I keep my eye out for grants all the time - but most ask for some in kind or dollar for dollar funding commitment which won't/can't happen and then if you do get the funds how do you make the program sustainable?
I'm sure I'm not the only one with these challenges and I'm sure that someone out there has a creative mind that may be able to suggest things to overcome these challenges - I'm open to suggestions.
The other thing that I always think about when it comes to library programs in my community is often when we do surveys the community will always say we are doing a great job and they are happy with the services already offered. My question is - how do they know what they are missing out on if they have never had it on offer before?
Sorry for the long post and ramble and a bit of whinging - which really didn't have much to do with the destiny card of Care - but I care for my communities (as mentioned previously the three libraries I manage all have very different communities) and I care for my library service - which is probably why I get so torn up when discussing programs and resources and funding.
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