Top Ten Strangest Questions I’ve Been Asked While Working at a University Library Front Desk

10. Patron: If I was feeling particularly existentialist, what book would you recommend for me?

camus

9. Patron: Hi. I’m looking for a book called Bay Wolves. Can you help me find it?

Me: Sure, let me look it up for you… Hmmm, sorry we don’t have any books by that name. Do you know the author’s name, maybe?

Patron: No, but I think it’s spelled kind of weird, like B-E-O… wolves.

Me: …Do you mean Beowulf?

beowulf cat

8. Patron: Can you help me find the Law Library?

Me: [pulls out a map] The Law Library is right here. You just walk down this street, turn this corner, and you’ll be there.

Patron: Thanks, hopefully they’ll have a book about Newton’s Laws.

Me: Uh, maybe you’re looking for the Physics Library instead…?

Newtons-Third-Law_15990-l

Read the rest of this entry »


Calling all teachers: check out our new eNotes lesson plans!

Here at eNotes, we publish new lesson plans and response journals for teachers all the time. Check out our latest additions below! And remember, these items are free for download with your subscription to the eNotes Teacher’s Edition

join-teacher-hdr

jane eyreNew Lesson Plans:

(eNotes lesson plans have been written, tested, and approved by working classroom teachers. The main components of each plan include an in-depth introductory lecture, discussion questions, vocabulary lists, chapter-based questions, essay prompts and a multiple-choice test. They also offer complete answer keys for the instructor.)

Jane Eyre (174 pages)

Things Fall Apart (85 pages)

Death of a Salesman (47 pages)

New Response Journals:

(An eNotes Response Journal is designed to encourage your students to read and write more effectively and with more pleasure. Each Response Journal includes a rich variety of writing prompts: some will take students directly into the text, while others will give students an opportunity to express their thoughts and feelings and to reflect on their own experiences.)

The Hunger Games (26 pages)

Roll of Thunder, Hear My Cry (20 pages)

About our special Teacher’s Edition:

The eNotes Teacher’s Edition currently offers 105 lesson plans, with 3 new plans added each month. Your subscription guarantees you an unlimited number of downloads of these plans and response journals, plus other classroom resources like user-uploaded documents, daily Q&A, and thousands of study guides. For more information on the Teacher’s Edition or a free sample of one of our lesson plans, click here.

Are you a teacher? eNotes employs real instructors as Educators in our Homework Help program for students. Submit your application today and join our team of experts!


Top Ten Totally Embarrassing Teachers

Your education is in their hands… their totally shameless hands. Meet ten teachers who definitely had the last laugh. At you. In the teachers’ lounge. With all their friends.

1. This teacher who totally went there

2. This teacher who just shattered your dreams

3. This Chemistry teacher who refuses to give Gaga the artistic respect she deserves

Read the rest of this entry »


Social Media and the Classroom: How to Use Vine

Social media is already transforming classrooms. If you teach, there’s a good chance you’ve used Twitter, Facebook, and even Pinterest to draw your students’ attention to their work in exciting new ways. But now there’s a new app on the scene: Vine. Luckily the blog at OnlineUniversities.com was on hand to help us all become a little more familiar with this new social forum and figure out how to implement it in our ever evolving classrooms. Take a look and let us know what you think!

What is Vine?

Vine, a mobile app created by Twitter, allows users to create and share short video clips. Like Twitter, brevity is valued and video clips can’t exceed six seconds in length, so users have to be quick about getting their point across. Vine is a pretty new addition to the social media canon. The service was founded in June of 2012, but just launched to the public in January of 2013 as a free app on the iPhone and iPod Touch. In this time, Vine has seen amazing growth, with users tweeting an average of 2,300 Vine videos every hour. Below is an example of the creativity one can bring to the app.

Why Vine is Special

Just like Twitter, Vine imposes limitations on how much content users can generate. While this might seem constricting at first, if Twitter has proven anything it’s that it’s easy to say a lot with very little. Limitations, in this way, aren’t always a bad thing. In fact, the constraints may actually force users to get to the point more quickly and to be more creative and innovative about how they present their content.

Read the rest of this entry »


Digital Learning Day Brings Technology into the Classroom

Yesterday marked the second annual celebration of “Digital Learning Day,” the culmination of a year-long focus to utilize the power of technology in more classrooms nationwide. But we’re not just talking about throwing iPads into classrooms in the hopes of engaging students’ short attention spans. No, the ideas employed in classrooms and libraries around the world yesterday were far more innovative than that. Here’s how a handful of educators around the country took Digital Learning Day and ran with it, as reported by School Library Journal:

  • Over at New Canaan High School, CT, library department chair Michelle Luhtala is asking students and faculty to download an eBook to their mobile devices, and setting up a support desk to help to anyone who needs it.
  • At Murray Hill Middle School in Laurel, MD, Gwyneth Jones is tying Digital Learning Day into the school’s celebration of National History Day with custom QR codes on history displays throughout the library with the phrase: “I DARE you to Scan this Code!” Digitally-savvy history buffs will be sent to an infographic on how to get the most out of the Library of Congress.
  • Digital Learning Day also happens to coincide with a project students are working on at Charlotte Country Day Middle School, NC—creating five-minute films about a topic in Ancient Roman culture. The kids are editing the pieces on Windows Movie Maker, and faculty will be awarding film prizes like the Oscars, but aptly called “the Caesars.”

Looking at the ideas of some institutions since the advent of portable learning tools like the iPad, it seems like some view technology in the classroom as having the innate capability to help kids learn, without the introduction of any out-of-the-box ideas. Some seem to think that just the presence of technology in the classroom heightens learning, the way fire radiates warmth. While I don’t believe in that style of teaching, I do think that technology in the classroom is a positive thing when educators harness their students’ ease with digital devices and use it in new ways that introduce fun to the learning environment.

Students often gravitate easily to these objects from laptops to tablets, e-readers to smartphones, plus they tend to be savvy users of online databases and web-based learning apps. But marrying these tools effectively into student learning—linking the fun to the educational element—is where many librarians and educators are focused today.

What say you? Do you use technology in the classroom, and if so, how? What are some creative ways to celebrate digital learning day, year-round? Is technology in the classroom stimulating, or distracting? We’d love to hear your thoughts in a comment!


Catcher in the Rye To Be Dropped from Curriculum? Puh-lease

New Common Core Standards drop classic novels in favor of “informational texts.”

The US school system will undergo some big changes within the next two years, chiefly due to a decision to remove a good deal of classic novels from the curriculum, or so the recent media reports would have you think.

The idea behind discouraging or reducing the teaching of old favorites like The Catcher in the Rye and To Kill a Mockingbird is to make room for non-fiction “informational texts” in the curriculum. These should be approved by the Common Core Standards of each state. Suggested texts include, “Recommended Levels of Insulation by the US Environmental Protection Agency, and the Invasive Plant Inventory, by California’s Invasive Plant Council,” among others.

Mmmm, I just love me a good read on insulation levels while I soak in the tub.

So, the idea behind this is that children who pass through such a school system will be better prepared for the workplace, their brains packed with useful, practical knowledge rather than brimming with literary fluff (my personal summation). It has the backing of the National Governors’ Association, the Council of Chief of State School Officers, and even the Bill & Melinda Gates Foundation, which partially funded the directive.

But is that estimate correct? Will reading more non-fiction in favor of fiction breed better writing, or more informed graduates? The discussion is extremely divided. One Arkansas teacher wrote in this Telegraph article,

In the end, education has to be about more than simply ensuring that kids can get a job. Isn’t it supposed to be about making well-rounded citizens?

Meanwhile, another reader weighed in for the pros of teaching more scientific texts:

I don’t understand how adding non-fiction books to reading lists REDUCES imagination.  Hard science is all about imagination–the “what ifs” of nature and the universe… I am sick of English professors acting like English Literature is the only bastion of imagination/critical thinking/culture.

When I first read that article stating that The Catcher in the Rye and other novels specifically would be gone from curriculums nation-wide, I was alarmed and frightened, though I now know it was needlessly so. The reactions of protesters are a tad hyperbolic, given that the two soporific texts I named above are found amongst a long list of alternate suggestions in various subjects, for instance Circumference: Eratosthenes and the Ancient Quest to Measure the Globe by Nicholas Nicastro, and The Hot Zone: A Terrifying True Story by Richard Preston, interesting and well-written books in their own right. English Literature classes will not be barred from teaching certain classic novels, as some of the reports would have you believe, though they may have more limited time to teach them than before. Yes, the school system will be changed and possibly not for the better, but Salinger and Lee aren’t going anywhere.

All in all, the arguments for both sides make overblown assumptions: on the one, that students will miraculously be better prepared for the job market, on the other, that all imagination and creativity will be drained from impressionable young adults. So, which side do you stand on, if either? Is the teaching of informational texts merited, or best left to vocational studies? Tell us in a comment below!


Why Children Make the Best Scientists

The intersection of science and play.

We are taught from a young age that authority in any academic realm must be allocated to adults only–or more specifically grey haired men in tweed jackets staring down their noses at us from in front of a chalkboard or behind a cluttered desk. But when we think about the fundamentals of Science, a field that in its research requires constant questioning and experimentation, who better to contribute to its innovation than the naturally curious? In his TED talk above, neuroscientist Beau Lotto tells why children make the best scientists.

Evolution’s solution to uncertainty is play… Play is the only human endeavor where uncertainty is celebrated. When you add rules to play, you have a game. And that’s what an experiment is–a game…

Armed with these two ideas that science is a way of being and experiments are play, we asked, “Can anyone become a scientist?” And who better to ask than twenty-five 8-10 year old children? Because they’re experts in play.

With this idea in mind, Lotto turned to a primary school in Devon, England, to create a program in which children would be given the opportunity to act as scientists. He was granted no funding for this idea, as “scientists said children couldn’t make a strong contribution to science, and teachers said kids couldn’t do it.” Teachers, if you can believe it, had no faith in the capabilities of young people. Lotto went through with it anyway.

His first step in the program was to have the students ask questions. The results?

Five of the questions the students came up with were questions that were the basis of science publication in the last 5-15 years. They were asking questions that were significant to expert scientists.

This gave Lotto and his colleagues the impetus to turn the group of children into full-fledged scientists, an idea that amazingly resulted in the peer-reviewed publication of 10-year old Amy O’Toole’s science paper. She joins Lotto onstage to describe the inspiring journey from early hypothesis to academic acceptance.

I strongly suggest you watch this video, if not to be inspired by the true capabilities of children (despite the misgivings of teachers, scientists, and most adults), then to rethink how good scientific thought requires our embrace of uncertainty.

 


Follow

Get every new post delivered to your Inbox.

Join 814 other followers