Recap of July, so far

I can’t believe I’m halfway through my summer experience as coordinator for the Community Workshop Series. I didn’t anticipate spending so much time trying to figure out what I would teach for the new Web 2.0-ish classes. Makes perfect sense to me that other librarians and volunteers want to stick to a regular schedule, although I had a great time in the new classes. We spent a few weeks covering lots of fun things on the Web, like Picasa, blogs, wikis, and my favorite: online social networks.

I hit an unavoidable hitch in the social networks class when we discovered that the computers didn’t have the administrative rights to download Second Life. So we talked about it a bit and I described to them how they could access the site, what they might find there, how it makes some people (me!) motion sick, how it can actually be quite boring, but also how educators and librarians are finding it useful.

Researching for the class, I found someone local who has a very, very public and social presence and we spent some time looking at her Facebook profile on the screen. We toured her Twitters, her delicio.us site, last.fm and other things she has signed up for. It was a great example! I always tell students to write online as though their words were being projected on the world’s largest screen to millions and millions of people. And there we were, looking at a projection of a total stranger’s life online, for all to see. They got a kick out of it.

We also took a look at Google’s Lively to give them an idea of where social networks could go. I loved the fact that the class had such a diverse group of students. They weren’t so interested in Facebook, but they were very interested in some of the niche social network sites we looked at. Some people scoffed at the idea of spending so much time visiting virtually with online people, including strangers. But I encouraged them to have an open, yet cautious mind about finding community online.

So what else…oh, the fall schedule is done. A big relief. And not as complicated as I thought it would be. The new coordinator begins September 1, so it made sense to get the new schedule out there to the different librarians well in advance. That way the new coordinator will have some time to ease into the job.

In a few days, I’ll be teaching Google Docs and Open Office. I’m not sure why, but the class was called Microsoft Office Online, so I imagine I’ll be de-confusing people at the beginning of our workshop. It’s part of the theme of introducing people to some of the newer stuff online, so it should bring out a curious and diverse group.

We’ve also put a summer meeting on the calendar for volunteers, librarians and friends of the series. We have 60 people on the listserv, but I imagine it will be a much smaller crowd that shows, particularly since the meeting will be at 11:30am. There will be another recruiting-type orientation when classes begin, and my supervisor had a great idea to take the new coordinator around to all of the libraries to welcome him/her and show her the beat.

I wasn’t satisfied with Google calendar as a substitute for what we’re using to schedule instructors right now. It’s a bit of a drag on our Web master’s time, having to put all those names in little drawers online. But Google calendar just doesn’t have the features to display things in an easy-to-read manner. Basically, you have to click each calendar item in order to pop in and view instructors for that event, instead of being able to view them just by looking at the calendar. I don’t know if it’s laziness, impatience or what. Maybe just being annoyed at inefficiency.

Spanish-speaking classes are still on hiatus, waiting to get closer to October when we’ll meet with our contact at one of the local elementary schools. Our Burmese workshops are crawling slowly forward; we’re waiting to hear back from another elementary school to find out if the principal wants to host computer workshops for some of the Burmese families. I think it will require a lot of effort, but it will be such a rewarding experience for everyone: volunteers, families, school community. I hope the principal is intrigued. I put a description of the program together and emphasized working as partners.

The most exciting item, however, is loosely linked to the Community Workshop Series — not really part of my field experience. Back in the spring, I was all fired up about a Learn & Serve grant, but we didn’t have quite the time or planning to get an application together. That was a steep learning curve…but out of that process, I realized that a Certificate in Public Service might raise the profile of the Community Workshop Series for SILS students. It could be a terrific pipeline for the workshops. Fortunately, one of my professors is a librarian and researched how the process of creating a Certificate program works. He passed his knowledge to my supervisor, and from here it will enter the world of faculty meetings, paperwork and human toil. I hope it happens. I think it will be good for our program and good for the CWS.

On a side note, I got a job as Director of Social Networking off campus, but it got me thinking that our Community Workshop Series could really use a Facebook group. I sailed that one by my supervisor and waiting to hear back from her. I wouldn’t mind administering it while I’m at school, and since our group is somewhat far-flung across libraries, and possibly schools, it might be nice to see who is who.

This field experience has made me notice the interdisciplinary nature of my academic interests. I’ve been looking at PhD programs and think the Educational Psychology, Measurement and Evaluation emphasis in the Graduate School/School of Education would be the best fit. But I also think I would do best in some kind of interdisciplinary arrangement. Still trying to figure out how that works. But teaching at the computer workshops makes me want to know more about cognition, and how we learn — particularly technological skills.

I’d like to do my master’s paper on the CWS and evaluate how students learn from face-to-face instruction as well as online tutorials. I can’t imagine an online tutorial being anywhere near as satisfying or rich as in-person, but for those students who like to really focus and practice, an online tutorial may be a great supplement. I’m not sure if I’ll be able to create a bank of tutorials over the summer, although I’ll be done teaching classes the first week of August and could maybe put some together in the weeks before my position ends August 31.

So far, this field experience has been nothing but fun. I love the opportunity to teach and be with lots of people, and then the opposite — being able to work remotely away from the commotion. It has perfect combination of being cooped up and reaching out.

Recap of June’s activities

(oops…meant to publish this June 24, but alas. It was languishing in my draft folder)

I thought I would have lots of time to blog about coordinating the Community Workshop Series, but there’s been a flurry of activity, plus teaching, and lots of emails to write. So here’s a recap of what’s been happening in June:

One of our instructors met a Burmese refugee at a computer workshop, and her ESL teacher asked if we could offer classes specifically for the Burmese community. I spoke with my supervisor about it, and apparently CWS did a one-time class several years ago with students from Raleigh. It was too expensive for them to bus across the Triangle, so the workshops came to an end. However, I did some research and found out that there are 200+ Burmese-Karen refugees in Chapel Hill and Carrboro (as of 2007; there are likely more now). A former town council member contacted us with really good questions about how we would accommodate some of the limitations these students have; for example, transportation, language, advertising the classes, shortage of Karen language translators, etc.

Since our workshops typically rely on libraries and their librarians to help advertise the classes and register patrons, we would have to shift gears with the Burmese students and figure out a way to work with them directly. Because my time as coordinator ends in August, I want to be careful that we don’t offer something unsustainable to future volunteers. We might have to do a pilot series to see what the challenges are.

One idea is to offer the classes at another elementary school where many of the Burmese children are students. A week ago or so, the principal at another elementary school responded to my email about setting up computer classes for Spanish-speaking parents, and she replied enthusiastically to the idea. Perhaps we could try both of these programs out in the fall when school is in session. This will give us a chance to talk to volunteers and gauge interest.

I’ve also been looking at the Gates Foundation, since they have an admirable public libraries initiative that touches on all of the issues we’re trying to address with the Community Workshop Series. I just found out that they funded Web Junction, which is a fantastic resource. I try to spend a little bit of time there each day to see what others have to say about public libraries and information literacy.

My supervisor had a great idea about offering information literacy classes to librarians in rural areas, particularly Web 2.0 kind of classes. It looks like the Gates Foundation offers grants to select states on a rolling basis, and 2008 is North Carolina’s year to apply. But I haven’t figured out yet how the grant process works.

I also thought it would be a good idea to contact the local newspaper and see if they would do a story about the Community Workshop Series. Particularly if we’re going to address new kinds of patrons like the Burmese and Spanish-speaking communities. The libraries have been doing a good job of promoting the workshops, but it can’t hurt to raise a little awareness about what we’re doing and why.

Meanwhile, I’m trying to figure out how to add new people to the listserv, which (through UNC) is one of the most non user-friendly sites I’ve seen in a while. I need to get our volunteers and librarians together to discuss the upcoming fall schedule, and see if there are things that need attention. The new coordinator officially begins September 1, so there should be a fall schedule in place. Otherwise, the new hire will get slammed right at the beginning of the semester.

In a few days, I meet with Kim V and my supervisor to go over the CWS website and learn how to muck around in the back end. Hopefully we’ll have some time to brainstorm a few of the other projects we’re working on, and I can get back to my contact in the Burmese community with some answers about how those classes will work.

So, lots of balls in the air, and sometimes I feel as though I spend all of my time emailing people. But I feel good about the things we’re working on, and even if the projects don’t start until after my field experience is done, at least they’re getting some traction.

Moving Along with Spanish-speaking Computer Classes

I’m still in brainstorm zone, trying to set up computer workshops for the Spanish-speaking community. I’ve left voice mails and emails with a handful of people, and nada. No responses. I’ll persevere, and will catch up with my field experience supervisor for a boost in morale and maybe some background history on previous attempts.

In the meantime, I found some successful Spanish-centered programs that have already launched. The people at Web Junction already pulled together excellent information about why and how other libraries have initiated similar programs.

Here’s an excerpt:

With large and growing Spanish-speaking populations and computer access a central delivery mechanism, libraries across the country are beginning to offer computer training in Spanish to their patrons. WebJunction recently collected information from a dozen Spanish-language programs from across the country.

I’ll read through the site to see what’s there. Also liked the information displayed on the home page, specifically about taking the first step:

Once the need has been established, a thorough planning process really helps keep things on track. At the PLA Conference in Seattle in February 2004, Hector Marino of the Des Plaines (IL) Public Library offered a session on “Successful Computer Classes for Multicultural Communities.” He emphasized the importance of planning in developing a sustainable program, including establishing clear objectives, determining available resources, and specifying expected results.

Maria Mucino of the Mesa (AZ) Public Library says, “I have followed some basic steps: 1) community outreach and coalition building; 2) community needs and assets assessment; 3) programming and resources building, and finally 4) public awareness and public relations. These four steps have been the rule to a successful programming.”

I have yet to find the right person to help with coalition building and community outreach, but hopefully we’ll connect some dots this summer.

GCF Learn Free – some preliminary thoughts

I spent a few hours yesterday looking at www.gcflearnfree.org and will try to look around a little more later this week.

What a great resource for people with low information literacy. The site is very current, with tutorials for Windows Vista and other more recent releases. They also offer virtual classes that people can take, although I didn’t look too closely at how those work.

I thought the site was well-organized, and very user-friendly. One of the pros may also be a con: the computer tutorials were somewhat static, although they do use videos to add a personal feel to the lessons. I was expecting to find learning objects that were interactive, using software like Adobe Captivate to simulate and demonstrate computer lessons. Maybe it’s a funding issue.

I taught a class at CHPL this morning in Web Basics, and encouraged students to visit the site. People often ask for good books, but I think this may be a better resource than a Dummies or Idiot’s Guide book.

Today’s class was very small (3 people), which may be due to summer scheduling, or because we slightly changed the curriculum. But the people in the class were lovely, and were grateful. We talked about the difference between a browser, a search engine and spent quite a bit of time discussing the differences between Macs, Microsoft, IE7 and Firefox. We also spent time opening new tabs in the different browsers, and altered the size of the windows so we could look at both IE7 and Firefox simultaneously. I only meant to do that as an instructional tool, but manipulating the borders turned out to be a hit and we spent some time tweaking them.

Tomorrow, I’ll meet with my predecessor and go over some of the administrative details of the workshop series.

Field Experience: Day One

This blog seemed like a good home for my field experience journal – I started inbetweencitizen in 2007 when I took a class called Digital Citizenship, taught by Professor Stuart Shulman at the University of Pittsburgh. It was an online class offered through WISE and it was largely responsible for my interests in service-learning.

From June 1 to August 31, 2008, I’ll help coordinate the Community Workshop Series. Sometime this summer, a new CALA position will be filled and that person will take over as coordinator for the 2008-2009 school year. Meanwhile, I’ll use the summer months to try and advance some ideas we’ve been working on.

1. Develop online tutorials/learning objects for patrons with low information
   literacy. Review literature and other examples of
   learning objects aimed at similar populations.
2. Improve ways of marketing the CWS to library patrons. Look at existing
   marketing plans from previous students and talk to librarians at participating
   libraries.
3. Improve ways of highlighting the CWS to SILS students and increase
   participation.
4. Identify ways that the CWS can reach Spanish-speaking patrons. Look at
   existing plans from previous students and will speak with outreach and advocacy
   centers in Carrboro. Possible pilot study in Carrboro.
5. Update the CWS Web site to reflect current offerings.

In terms of the online learning objects, my supervisor pointed me towards a great resource already in place: GCFLearnFree.org. I’ll take a few hours today to go over what’s offered, so that I can give library patrons a good idea of the content. I’ve been learning new software, a good reminder what it feels like to be a beginner — and the online tutorials can help things stick.

From their Web site: “GCFLearnFree.org, formerly GCF Global Learning, is funded by the GCF Community Foundation, which is operated by Goodwill Industries of Eastern North Carolina, Inc. We launched the website in 1999 and quickly began to share our free curriculum with learns all over the world.”

It’s always better to learn face-to-face, but online tutorials are great supplements and from what I’ve seen so far, the GCFLearnFree tutorials are up-to-date and really well done. One of our public libraries will close for renovations beginning in the fall, and these tutorials may be a good backup for patrons while the library is out of commission.

Random quote, strange world

“President Bush has set out a bold vision for broadband in America, establishing a national goal for ‘universal, affordable access for broadband technology by the year 2007.’”

See Remarks by President Bush on Homeownership, Expo New Mexico, Albuquerque, New Mexico, March 26, 2004, available here.

Promoting Innovation and Economic Security through Broadband Technology: The President has called for universal, affordable access for broadband technology by the year 2007 and wants to make sure we give Americans plenty of technology choices when it comes to purchasing broadband. Broadband technology will enhance our Nation’s economic competitiveness and will help improve education and health care for all Americans. Broadband provides Americans with high-speed Internet access connections that improve the Nation’s economic productivity and offer life-enhancing applications, such as distance learning, remote medical diagnostics, and the ability to work from home more effectively. The Bush Administration has implemented a wide range of policy directives to create economic incentives, remove regulatory barriers, and promote new technologies to help make broadband affordable. The President believes that lowering the cost of broadband will increase its use and availability. – from the White House website.

I think President Bush missed his goal. There’s less than a month to go, and I’m just not seeing that universal broadband access.

Microsoft Excel

Today was the final day of a three-part series in Microsoft Excel and the students were very different than the ones I’ve been seeing in our Computer Basics, Internet Basics, Email, and Word workshops. A couple of the regulars were there and had a hard time keeping up, but we fortunately had two floaters and one instructor and that made things go smoothly. There were three different instructors each day, but I floated through all of them and got to see some different approaches to teaching Excel. One instructor uses a pre-made budget that he sends to himself so that people can see what lots of formatted data can look like, including split panes and freeze panes, several different formulas and some inserted comments, images and graphs.

One gentleman had an idea for an interesting project that he wanted to do, which is a great way to approach Excel – having a goal can make the process stick, I think. And we used a personal budget as an example of what a simple formula can do, which was something everyone could relate to. I saw a lot of light bulbs go on, and people really got into the concept of Excel.

My father is a wizard in Excel and can safely be called a power user, so I admit to some serious fall-back when Excel shows up in my life. Hard to rely on his expertise, though, in a class 3,000 miles away. But he’ll be happy to hear that I’ve been paying attention and was able to answer some questions.

Next week is Powerpoint, which is the last workshop for the year. Everything starts up again in February, and I’ve signed on to volunteer for another round. I’ve gotten to know some of the other instructors and have been really impressed with how well they teach these classes.

Some disconnected thoughts…

This will be a somewhat choppy, scattered blog, but I want to get some thoughts down.

I had my first experience today with a PDF that wouldn’t let me copy. Even when I selected the pointer cursor, nada. It wouldn’t let me select text. I was able to do a screen shot and then copy the image, then paste it into a word document. But of course I can’t format it since it’s technically an image. Foiled! Made me think about Lessig and copyright laws. Given that my use of the passage was for an academic paper and considered fair use, shouldn’t I be able to copy and paste a few lines? But no, the author’s East Coast code was being protected by West Coast code, protecting the document beyond what East Coast code even intended. I thought it was really small-minded of the publisher (I assume it was the publisher’s decision) to make it so difficult. I ended up using the passage, but had to do it the old-fashioned way and typed it out. Take that, PDF! In the end, I think it ends up hurting the author and lowly graduate students like me.

As for sharing something from my final paper, I have to admit that there’s nothing to show. I’m doing triage with my final assignments, so won’t be working on the paper until this weekend.

However, given Professor Shulman’s prompts, I do have a few thoughts:

++ what is the central question you paper speaks to?
I’m going to stick with the metaphor of a footbridge that I used in my project outline, at least as a guide. The digital divide, particularly when it’s applied to global problems, is so big and overwhelming, so I tried to think about my little piece of service-learning, or any kind of similar program and what kind of impact it could have. If the digital divide is something we want to ideally eliminate, then I see my service-learning as a small footbridge across something that would, in a perfect world, not exist.

++ what are the most relevant theories?
I find social capital theories to be really compelling, and as I do a literature review, I’m finding the digital divide and social capital often appear together. I didn’t include that in my project outline, so there may be some finessing before the final paper is done. But in brief, the idea that our society has less social capital than earlier times, and the idea that ICT could potentially be used to increase social capital – that’s interesting to me. And when I’m participating with students in the Community Workshop Series, I like to think that we’re building some social capital, and helping them to acquire skills to build some more. It’s encouraging that some of these 80-year-olds can use e-mail to keep in touch with their loved ones, and as their hearing goes, they’ll have a way to communicate. One of my grandmother students told me that she is now using Gmail chat to keep up with her grandchildren. Love that!

++ who are your straw people?
Hmm. My straw people are probably people who either think the digital divide is not a priority, given all the other big issues we face. Or those who think free computer classes at a public library isn’t helping anyone, at least in comparison to bigger digital divide issues such as access.

++ what are your tentative findings?
Tentative findings: I’m getting a lot out of the service learning because someone else did a ton of legwork. I’m told that the UNC staff person who got this program off the ground is a big proponent of service learning, particularly for MLS students ,and really gets the issues with the digital divide. Other graduate students get it, the director gets it, the public library gets it, and lots of people show up for the classes who really learn something valuable. So, I think that made my experience really sing, and now I get it.

Not sure yet how this will work into the paper, but I’m really drawn to this concept of social capital. Even if I’m only helping someone to complement his social network through email, I think it matters. Even if that person never votes, never gets involved in politics and doesn’t use the Internet to get informed – just stay in touch with people, or find support groups or chat rooms, or feel a little bit better with this new tool to communicate across space and distance. That would be enough to make it all worthwhile.

Social Capital and the Digital Divide

I thought this article in the Bloston Globe was fascinating –

A Friend in Need

In the article, author Thomas Sander writes,

“Americans worship wealth and bemoan the material possessions they lack. In 2005 (the Year of Rediscovered Class Consciousness?), we seem to be waking up to the material class gaps that have grown for almost 40 years, since 1967.

But attention to this real and important economic class gap could blind us to an equally troubling, less visible gap between the classes — a social capital gap. ”Social capital” describes the benefits of social networks. Having friends and being involved in groups not only secures jobs — more Americans get jobs through who they know than what they know — but improves one’s health, education, and happiness.

My service learning at the local library makes this issue real for me. A lot of the people are trying to acquire computer skills so that they’re employable, and to learn how to write and edit a resume. One woman asked if she could list me as a reference on her resume, and it struck me that I might be the closest thing to a business associate in her social network. Having access to someone with computer skills is a no-brainer for most of us, so it’s so hard to imagine what kind of network a person has, or doesn’t have, that she would need to take a formal computer class and ask a near stranger to stand-in as a reference.

Sanders continues:

“How can we close the social capital gap between rich youth and poor youth? … While people have to make friends voluntarily, one can certainly publicize the benefits of such friendships and dramatically increase the opportunity. For example, having youth at age 18 perform a year of mandatory national or community service in diverse groups would likely increase cross-race and cross-class social ties.

Moreover, we ought to ensure that in our rush to teach the 3 R’s in inner city schools we don’t forget to teach the 2 C’s (connections and community). Youth, especially poor youth, ought to learn about social capital and understand the social cost they’ll pay for not building these ties. Skills are also important: Institutions like churches and unions were cornerstones in teaching poor Americans how to run meetings, petition others, mobilize comrades, and build lasting friendships. Given the declines in union membership and church-going among poor youth, we must find other settings to cultivate such skills.”

Maybe it’s too much to expect that a series of computer workshops can close the digital divide and solve the world’s problems, but imagine the hand-up these people get as they learn to navigate what is essentially a new language, with new norms, new connections and new opportunities. Perhaps most of the people in the workshops will go out into the world and shop, but maybe a few will discover ways to build bridges to networks, get some social capital out of their efforts and move up the socio-economic ladder. And what if we taught ICT skills to community leaders who could mobilize their members, helping them access some of the powerful networking opportunities available on the Internet? Not just for jobs, but for well-being, health, information gathering, all the things that privilege the digitally literate classes?

Consider this shocking story of poverty in Virginia, where some of the rural poverty equals that of non-industrialized nations.

“Outside the gates, people lay in their trucks or in tents pitched along the grassy parking lot, waiting for their chance to have their medical needs treated at no charge — part of an annual three-day “expedition” led by a volunteer medical relief corps called Remote Area Medical.

The group, most often referred to as RAM, has sent health expeditions to countries like Guyana, India, Tanzania and Haiti, but increasingly its work is in the United States, where 47 million people — more than 15 percent of the population — live without health insurance. Residents of remote rural areas are less likely than their urban and suburban counterparts to have health insurance and more likely to be in fair or poor health.

Even after Katrina, it’s shocking to learn that this kind of poverty exists in America. Medical volunteers follow-up with these patients by phone after they have their fleeting visits, but imagine if the patients had universal access to the Internet, and could belong to an online social network tailored to their specific circumstances, say by health condition or through a RAM medical network that helped monitor remote patients.

Quite a long post with quite a bit of rambling, but it struck me that there’s a real role for ICT to help build social capital by helping people across the digital divide, either by teaching them skills or providing, at the very least, some kind of access.

One last link and then I’m done! This one covers an online social network built to help India’s seriously poor working class find employment:

Internet Revolution Reaches India’s Poor

I’m doing my service-learning in a fairly affluent town in America, so it’s easy to think that we’re not making a dent in serious social problems. I read articles like the ones I’ve mentioned here, and it makes me realize there’s unlimited potential for this kind of work.

“Undo typing” is your new best friend

Last week’s classes in Word sent me on a rollercoaster ride. I had such success during the email class before Thanksgiving, but Word is such a twitchy program, which makes it difficult to teach. I’ve floated during Word classes, and thought it would be a cakewalk to teach one, but the class had so many questions, and each one took me down a tangent. We didn’t cover anywhere near the things outlined for the class.

We probably spent close to two hours on the Save and Save As functions, plus practicing how to find documents, how the hierarchy works, and other things most digitally literate people take for granted. I got really flustered when one of the students said we weren’t going to have enough time to cover the topics he came to learn, such as edit, copy, paste. I actually broke out into a sweat and felt like my throat was parched.

Fortunately, I had two floaters to help, but they ended up talking so loudly with individual students, and it was hard to teach with the general noise level so high. I generally encourage students to ask lots of questions, but they ended up asking so many that I couldn’t create any kind of momentum. An hour flies by quickly when you’re flustered!

The next day, someone else taught the class, and I felt better realizing that we had sort of a rowdy class (for a new instructor, anyway!), and that you sometimes just have to ride the horse you have, not the one you want. I ended helping an older gentlemen (possibly late 70s, early 80s) who is one of the most adorable people I’ve ever met. Earlier, I told him that he couldn’t break the computer. But he had pressed so many icons, turned his page orange and his ink white and couldn’t figure out what he had done. I couldn’t either! He said to me, “You said I couldn’t break it, but I think I did!” and we both laughed. I told him that the “undo typing” icon will be his new best friend. He clicked it about 30 times to get it back out of his heavy formatting, and said, “Oh, I like this little button.” He always gives us all handshakes after the class and tells us how much he appreciates what we do.

I can see why people keep returning to each class – often they’ll take Word for three and four sessions before they disappear off on their own. Each instructor teaches the class in a different way, and each class has different questions, energy and agendas.

I worked with another woman to help her understand how to “break” the numbering format in Word. And we spent about ten minutes going over the difference between the enter key, backspace and delete. I realized that those three keys are really the trinity of the keyboard.

Word basics was exhausting – next week will be Excel, followed by Powerpoint. Glad I’m not teaching those. For now I think I’ll stick to the safe haven of floating.