Three questions

1. What are libraries doing today that is moving them to digitalization?

2. What does society think about the topic?

3. How would digitalization effect libraries in the future?

Open Ended Question

Will books become digital, therefore making libraries obsolete, and will society allow it?

Topic Questions for Research Paper

1. Identify the issue or problem that you plan to focus on in your research project.

The problem of the future threat of digitalization of books and the written word, and therefore the end of books.

2. What is your personal connection to and interest in this topic?

I am a bibliophile, I love books as books. I am a bookworm; I love to read books for their stories. I want to be, and will be, a librarian one day, and without books, that’s kind of impossible.

3. What opinions do you already hold about this topic?

I do not think it will happen and I don’t want it to happen, but it might. I just don’t want a Fahrenheit 451 on our hands. I know I’ll be one of those who is either hiding my books in an air vent or being one of those outcast from civilization (if you can call it that).

4. What knowledge do you already have about this topic?

I know that more and more libraries are cataloging digitally (and I’m not saying that’s bad). I know that over a million books are printed daily (I’m not sure about exact numbers). I know that librarian positions will be numerous when I am looking for a job, although I don’t know exactly why.

5. What are your main questions about this topic? What are you most curious about?

What do people think about digitalization of books and the loss of libraries? Will digitalization happen and how will it happen.

6. Within what scholarly discipline (such as history, biology, psychology) do you expect to do most of your research? How does this discipline approach or study this topic?

History for what has happened in the past years ago and yesterday. Culture, to find out what people think about this and if the general opinion points to what may or may not happen in the future.

7. How could you research this topic outside the library (for example, through interviews
and/or observations)?

I could post surveys, send e-mails, and post polls on all the sights I am registered on. I will try to get as wide a polling area as possible so I do not get a biased poll. If I only ask those in college, I may get only one answer, but if I ask other places like online forums, I may get different answers and different views.

Sinthisis Paper

For all of the children who got A’s and B’s throughout their schooling career, there were even more who were struggling through their C’s, D’s and F’s. Could this possibly show that the A and B students were intelligent and that the C, D, and F student were not? What about the students who have A’s in one subject and D’s in another with B’s and C’s all throughout? These children are obviously not stupid, for they received one or more A’s, but how can they be called Intelligent when they earned a D?
In his work Frames of Mind: the Theory of Multiple Intelligences, Howard Gardner gives a reason to this dilemma. He states that there are seven different types of intelligences, not just the one tested for school. He suggests that everybody has one or more of these intelligences and that each one is just as valuable as the other. The first intelligence is Linguistic Intelligence, where a person is able to comprehend works of literature, and write thoughtful and well-organized pieces. These people are usually seen as poets or bookworms. The next intelligence is Musical Intelligence where one is very fluent in the art of music. These people are able to understand the concept of writing music and playing instruments. Logical- Mathematical Intelligence follows, with people who excel in straight-forward thinking. This is where things are the same no matter what. Next is Spatial Intelligence which is so difficult to explain that Gardner used visual examples to explain this category. If one is able to understand the relationship of space between objects and know when an object has changed when compared to other, similar looking objects, the person can be said to have Spatial Intelligence. Those with Bodily-Kinesthetic Intelligence are simply those who are athletic. People who are very good in sports and are able to play them are in this category. The last intelligence is Personal Intelligence where one is able to read a situation and respond in the appropriate way. Social butterflies and gossips are usually found in this section. After listing and explaining each Intelligence, Gardner explains that a person can have one, many, or all of the Intelligences. One example is a dancer, who needs the skills of Bodily-Kinesthetic Intelligence to move in the desired way as well as the ability to connect the movement to the rhythms of music, which comes from Musical Intelligence.
Even though many people read his work and agreed full heartedly, several people disagreed with Howard Gardner. One such person is Barbara Osburg. In her opinion piece titled Multiple Intelligence: A New Category of Losers, she explains how many people in the teaching profession have jumped right into this new idea, yet she was skeptical. She stated that even if students can be found to excel in the different groups, they would still be found wanting in the ones they failed. Students would still be separated into “winners and losers”. For example, if a student is a Personal, Musical, and Linguistic intelligent person, they will still be placed in a group who fails in the other categories.
As a response to Osburg’s and others’ comments to his work, Howard Gardner wrote Multiple Intelligences as a Catalyst. In it, he comments on how people have taken his theory to heart and how they have incorporated it into their classrooms. But as a response to Osburg, he claims that she “is completely off the mark” saying that he never had any intention or thoughts on separating students into winners and losers. Gardner suggests that she “has her own axe to grind and is simply using “Multiple Intelligences” theory to do some fresh grinding.”
So if we are to believe this theory of multiple intelligence, how are we to teach students? One way is to have a arsenal of teaching methods, accommodating the different types of intelligences. One method can be found in Gerald Graff’s Hidden Intellectualism, which can accommodate students with the Bodily-Kinesthetic Intelligence. Graff suggest using a student’s interest in sports to connect the student to school and other intelligences. This method can be used to connect other intelligences to each other, in that a teacher should use a student’s interests to help them see the connection in categories.
The world is full of people with different ideas and views. Arguments and agreements are made daily and all are a result to the differences in intelligences.

The Works I am Useing

Gardner, H. (n.d.). Multiple Intelligences as a Catalyst. Retrieved October 1, 2007, from www.jstor.org: http://www.jstor.org/view/00138274/ap030788/03a00080/0?frame=noframe&userID=ce447777@elmhurst.edu/01cc99331600501c8e88b&dpi=3&config=jstor

Osburg, B. (n.d.). Multiple Intelligences: A New Category of Losers. Retrieved October 1, 2007, from www.jstor.org: http://www.jstor.org/view/00138274/ap030788/03a00070/0

Gardner, H. (1985). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, Inc., Publishers.

Graff, G. (2006). Hidden Intellectualism. In G. G. Birkenstein, They Say, I Say (pp. 142-148). New York: W. W. Norton and Company.

Citations

Gardner, H. (n.d.). Multiple Intelligences as a Catalyst. Retrieved October 1, 2007, from www.jstor.org: http://www.jstor.org/view/00138274/ap030788/03a00080/0?frame=noframe&userID=ce447777@elmhurst.edu/01cc99331600501c8e88b&dpi=3&config=jstor

Klein, P. D. (n.d.). A Response to Howard Gardner: Falsifiabiliy, Empirical Evidence, and Pedagogical Usefulness in Educational Psychologies. Retrieved October 1, 2007, from www.jstor.org: http://www.jstor.org/view/03802361/ap050089/05a00090/0

Letters: Winners, Losers, and Multiple Intelligences. (n.d.). Retrieved oCTOBER 1, 2007, from www.jstor.org: http://www.jstor.org/view/00138274/ap030790/03a00010/0

Massick, S. (n.d.). Multiple Intelligences or Multilevel Intelligence? Selective Emphasis on Distinctive Properties of Hierarchy: On Gardner's Frames of Mind and Sternburg's Beyond IQ in the Context of Theory and Research on the Structure of Human Abilities. Retrieved october 1, 2007, from www.jstor.org: http://www.jstor.org/view/1047840x/ap050012/05a00210/0

Osburg, B. (n.d.). Multiple Intelligences: A New Category of Losers. Retrieved October 1, 2007, from www.jstor.org: http://www.jstor.org/view/00138274/ap030788/03a00070/0

Summary

http://www.jstor.org/view/00138274/ap030790/03a00010/0



In this article, written as a response to Barbara Osburg's opinion essay "Multiple Intelligences: A New Catagory of Losers", the author doesn't really, if at all, follow the I say, they say format, and because of that it is hard to pick up and follow what the author is saying. He doesn't give any reason to why he thinks the things he thinks or why the article he is responding to inspired this essay. However, I think he is talking about how learning is messy and not organized and that there needs to be more than what the article he responds to is saying, unfortunatly, he doesn't say what that is.

Sites for paper

http://www.jstor.org/view/00138274/ap030788/03a00080/0?frame=noframe&userID=ce447777@elmhurst.edu/01cc99331600501c8e88b&dpi=3&config=jstor

http://www.jstor.org/view/03802361/ap050089/05a00090/0

http://www.jstor.org/view/00138274/ap030790/03a00010/0

http://www.jstor.org/view/00138274/ap030788/03a00070/0

http://www.jstor.org/view/1047840x/ap050012/05a00210/0

Frames of Mind: Theory of Multiple Intelligence - Gardner

Beyond IQ, a triarchic theory of human intelligence - Sternberg

Computers

In the article Video Games and the Future of Learning, the educational aspect of videogames is made clear. The article tells about how videogames help teach childeren not only thier math and how to read in a fun way, but it places childeren in situations that classrooms never can provide. The writers argue that videogames help and will continue to help childeren in thier learning career. But that's not what Clifford Stoll says in his essay Who Needs Computers. Stoll writes about how computers, instead of helping, are harming the academic world. When childeren play a game where they must solve a problem to get an award, they get frustrated at the problem and dislike anything getting in the way of the reward. This kind of situation is teaching childeren to hate learning. Also, Stoll says that computers are also replacing books and soon there will be no libraries anymore. Instead the sources will all be an instant click away, therefore the opportunity of plagerism.

Synithesis

Ok I probably spelled that wrong.
I am going to use the article Who Needs Computers and Video Games and the Future of Learning. If there were ever two articles debateing different views, they are it. I plan to talk about the way they both argue about computers and videogames in school and how they help to teach students. WNC argues that they do not help students and do more harm than good. VGATFOL says that students are helped in a tremendous way and are being prepared for the future.

Video Games Summaries

I thought everyone did a good job with their summaries. I believe that everyone explained what thier section was about and what the author was getting at.

Computers and Technology

In this article, written by Richard Ohmann, the cause and effect of computers and technology in schools and classrooms are made clear. The writer tells about how even though computers have brought up scores in the lowest of schools and have helped chi8lderen immensly, they are great distractions. Teachers are driven crazy by slow modums and crash downs. And the childeren always need to be watched, lest they stray onto the internet path of games. Even with this great distractions and more, computers have helped the schools a great deal.

The old paper

What a shame it is when a bright and clever child fails at school. If only they had the discipline to apply themselves, they could go far. But is that really the problem here? Is it the child’s fault for not being successful? In his essay, Hidden Intellectualism, Gerald Graff argues that it is t he school’s fault for the child’s failure. He claims that schools fail to attract the attention of certain students because schools do not teach things that students can relate to. He suggests schools should cover the “subjects that interest [the students] rather than those that interest us.” That is not to say, however, that academics should be thrown out the window and replaced by sports and video games. Graff urges that the use of a student’s interest “is not simply to exploit students’ nonacademic interests, but to get them to see those interests through academic eyes.” What Graff is saying here is that schools should use a student’s interest as a gateway to link academics to life.
Graff himself tells about how he, as a child, did not do well in school and was only interested in sports. It was not until later in his life that he realized sports had taught him more than school ever did. “Sports after all [is] full of challenging arguments, debates, problems for analysis, and intricate statistics that you could care about, as school conspicuously [is] not.” Through sports, Graff learned many things that school intended to teach him, but never did. Graff believes that if schools were to realize the connection between a student’s interest and academics, and then help the students to recognize the link, the student will go farther than originally expected.
To achieve this result, Graff suggest making the student’s interests a way of academic study. For example, give a student an assignment to write a paper about videogames. This will make the student interested in doing the work, but that does not mean the student will to it well. “As long as students are required to see these interests “through academic eyes,” that is, to think and write about cars, sports, and fashions in a reflective, analytical way.” Graff’s point is that it does not matter what the topic is, a paper can still be dry if it is not written in a well thought out way. Therefore it is the school’s job to teach the student to think and write that way.
I agree with Gerald Graff in that schools should use a child’s interests to help them learn, but I think schools should be aware of other methods as well. Schools and teachers should have an arsenal of teaching methods designed to help students having difficulty with the standard method. Graff’s method should be in the arsenal, but it shouldn’t be the only one, for I do not think it applies to everyone.
My case in point is myself. When I was in grammar school, I was not athletic and very unsocial. I didn’t read magazines or books, listen to music, or go to other houses to play. I was only interested in my dollhouse and Littlest Pet Shoppe toys. I was not horrid a school, I had mostly Bs and Cs, with usually an A in art and music. The most difficult thing I remember doing, was learning to read. My teacher decided to use a new method designed to make us read faster with thoughts on helping us later on in the ACTs. We were to memorize what the word looked like and to read a sentence by memory. We were not taught to read the word, sounding out the letters, just to recognize it.
As you can imagine, this method worked for some but not for others, I was one of those others. I stumbled and fell over one-on-one tests with the teacher, where she held up a flashcard and if I didn’t say the word instantly I would fail. Because of this method, I had trouble learning to read, and even now, years later, I still find myself having to make myself slow down and sound out the word in front of me. This would have been a perfect time to use a different method, but Graff’s method does not apply.
Graff’s method is for people who are bad at school because they are occupied with life. My life was school; I loved it even though I had some difficulties. Graff’s method is designed to help struggling students get interested in school, and I think it is a very good and important method to know, but I don’t think it is the only one. Schools need to be aware of a number of methods designed to help in different situations. Methods for reading, writing, mathematics, science, and even art and music, should be numerous and diverse. No child is alike; therefore, they do not learn the same way.
Engaging in a child’s interests is a very clever idea, but it is not the only one. The methods used should be ads diverse as the children being taught. Once schools realize this, they can help more children that they thought possible.

Here it is now

What a shame it is when a bright and clever child fails at school. If only they had the discipline to apply themselves, they could go far. But is that really the problem here? Is it the child’s fault for not being successful? In his essay, Hidden Intellectualism, Gerald Graff argues that it is the school’s fault for the child’s failure. He claims that schools fail to attract the attention of certain students because schools do not teach things that students can relate to. He suggests schools should cover the “subjects that interest [the students] rather than those that interest us.” That is not to say, however, that academics should be thrown out the window and replaced by sports and video games. Graff urges that the use of a student’s interest “is not simply to exploit students’ nonacademic interests, but to get them to see those interests through academic eyes.” What Graff is saying here is that schools should use a student’s interest as a gateway to link academics to life.
Graff himself tells about how he, as a child, did not do well in school and was only interested in sports. It was not until later in his life that he realized sports had taught him more than school ever did. “Sports after all [is] full of challenging arguments, debates, problems for analysis, and intricate statistics that you could care about, as school conspicuously [is] not.” Through sports, Graff learned many things that school intended to teach him, but never did. Graff believes that if schools were to realize the connection between a student’s interest and academics, and then help the students to recognize the link, the student will go farther than originally expected.
To achieve this result, Graff suggest making the student’s interests a way of academic study. For example, give a student an assignment to write a paper about videogames. This will make the student interested in doing the work, but that does not mean the student will to it well. Graff says, “As long as students are required to see these interests “through academic eyes,” that is, to think and write about cars, sports, and fashions in a reflective, analytical way.” Graff’s point is that it does not matter what the topic is, a paper can still be dry if it is not written in a well thought out way. Therefore it is the school’s job to teach the student to think and write that way, and the use a student’s interest can make it easier.

I agree with Gerald Graff in that schools should use a child’s interests to help them learn, but I think schools should be aware of other methods as well. Schools and teachers should have an arsenal of teaching methods designed to help students having difficulty with the standard method. Graff’s method should be in the arsenal, but it shouldn’t be the only one, for I do not think it applies to everyone.
My case in point is myself. When I was in grammar school, I was not athletic and very unsocial. I didn’t read magazines or books, listen to music, or go to other houses to play. I was only interested in my dollhouse and Littlest Pet Shoppe toys. I was not horrid at school; I had mostly Bs and Cs, with usually an A in art and music. The most difficult thing I remember doing, was trying to learn to read. My teacher decided to use a new method designed to make us read faster, thinking that if students could read faster, they would do better in high school when they took the ACTs. We were to memorize what a word looked like and then read a sentence by memory. We were not taught to read a word, sounding out the letters, just to recognize it.
As you can imagine, this method worked for some but not for others, I was one of those others. I stumbled and fell over one-on-one tests with the teacher, where she held up a flashcard and if I would have to say the word instantly or else I would fail. Because of this method, I had trouble learning to read, and even now, years later, I still find myself having to make myself slow down and sound out the word in front of me. This would have been a perfect time to use a different method, but Graff’s method does not apply.
Graff’s method is for people who are bad at school because they are occupied with life. My life was school; I loved it even though I had some difficulties. Graff’s method is designed to help struggling students get interested in school, and I think it is a very good and important method to know, but I don’t think it is the only one. Schools need to be aware of a number of methods designed to help in different situations. Methods for reading, writing, mathematics, science, and even art and music, should be numerous and diverse. No child is alike; therefore, they do not learn the same way.
Engaging in a child’s interests is a very clever idea, but it is not the only one. The methods used should be as diverse as the children being taught. Once schools realize this, they can help more children then they thought possible.

My paper as of now

What a shame it is when a bright and clever child fails at school. If only they had the discipline to apply themselves, they could go far. But is that really the problem here? Is it the child’s fault for not being successful? In his essay, Hidden Intellectualism, Gerald Graff argues that it is t he school’s fault for the child’s failure. He claims that schools fail to attract the attention of certain students because schools do not teach things that students can relate to. He suggests schools should cover the “subjects that interest [the students] rather than those that interest us.” That is not to say, however, that academics should be thrown out the window and replaced by sports and video games. Graff urges that the use of a student’s interest “is not simply to exploit students’ nonacademic interests, but to get them to see those interests through academic eyes.” What Graff is saying here is that schools should use a student’s interest as a gateway to link academics to life. Graff himself tells about how he, as a child, did not do well in school and was only interested in sports. It was not until later in his life that he realized sports hod taught him more than school ever did. “Sports after all was full of challenging arguments, debates, problems for analysis, and intricate statistics that you could care about, as school conspicuously was not.” Through sports, Graff learned many things that school intended to teach him, but never did. Graff believes that if schools were to realize the connection between a student’s interst and academics, and then help the students to recognize the link, the student will go farther than originally expected. To achieve this result, Graff suggest making the student’s interests a way of academic study. For example, give a student an assignment to write a paper about videogames. This will make the student interested in doing the work, but that does not mean the student will to it well. “As long as students are required to see these interests “through academic eyes,” that is, to think and write about cars, sports, and fashions in a reflective, analytical way.” Graff’s point is that it does not matter what the topic is, a paper can still be dry if it is not written in a well thought out way. Therefore it is the school’s job to teach the student to think and write that way.

Hidden Intellectualism - Thought Path

Gerald Graff(apostrophe)s main argument is that students do not recognize their personal talents as intelligence because academia does not acknowledge them to be so (period)(space space)Therefore(comma) schools should realize(comma) and help students realize(comma) the connection between students(apostrophe) personal interests and academics(period)(space space)Graff suggests a couple of step on how to help students make the connection(period)(space space)First(comma) give the students a topic to write about that interest them like sports(comma) cars(comma) videogames(comma) etc(period)(space space)Second(comma) help the student to analyze the topic and see the relations between the topic and modern culture(comma) helping them to relate that to their writing(period)


Gerald Graff’s main argument is that students do not recognize their personal talents as intelligence because academia does not acknowledge them to be so. Therefore, schools should realize, and help students realize, the connection between students’ personal interests and academics. Graff suggests a couple of step on how to help students make the connection. First, give the students a topic to write about that interest them like sports, cars, videogames, etc. Second, help the student to analyze the topic and see the relations between the topic and modern culture, helping them to relate that to their writing.

Exercise 2, 38 agree with curcumstance.

In his article "Don't Blame the Eater", David Zinczenko tells about childeren suing McDonald's for making them fat. He agrees that it is the fast food chains' fault for the childeren's obesity, in that the chains make the unhealthy food and they don't place nutritional information in eyesight. Also, fast food chains spend large amounts of time and money in advertisement campaigns, time and money that could be used in better ways. Zinczenko disagrees, howerever, that tehere should be lawsuits against the companies. Even though the companies are selling health hazardous food with no warning labels, he belives it is not only the fault of the companies, but of the consumer as well. Even with his beliefs, he would not be surprised to see lawsuits in the future and warns his readers that they could be next.

Exercise 2 pg 38 disagree

In his article "Don't Blame the Eater", David Zinczenko argues that childeren are overweight because fast food was the only choice for a meal. He tells about the limited eating options for a child whose parents had no time to cook. Because of the lack of inexpensive and convenient food sources, he was forced to eat fast foos. He insists that the lack of alternatives was made worse by the lack of nutrition. Zinczenko states that a seemingly healthy salad, said to have 150 cal., has an additional 190 cal. from the almonds and noodles, not to mention the 280 cal. salad dressing you add later. Zinczenko belives that the lack of quick and healthy eating options are the reasons why people are overweight.

I disagree with Zinczenko in that there are, in fact, a number of convenient, inexpensive, and nutritional resautrants in the market today: Subway, Potbellies, Panera, and Boston Market being a few of them.

Exersice 2, pg. 38

In this exersise in "They Say, I Say" we, the students, had to sumemrize an article in two different ways. One way was to disagree and the other to agree with a circumstance.

I found this exersise very intersting. I learned that I could tell two very different stories with the same information. And in that, spin the information to strenghten my own argument. Once again, I found the exersice to be very beneficial.

First Off

Possibly the best example of a website that may or may not show what people are saying is http://news.aol.com/ . This website posts several current events and reports on them, People then are free to comment on the articles. I have found the comments to have very mixed views. Some of them start with what the article is talking about and trying to address it while stateing thier opinion on the topic. While others satisfy themselves by picking fights with eachother and ignoring the fact there are issues out there. In one article about the missing Nicaraguans after Hurricane Felix. The comments range from people saying there should be more help out there and we are sitting in our plush sofas while there are people in need floating somewhere in the ocean, to "IF PEOPLE GO FISHING, DO FISH GO PEOPLING?". So I have mixed ideas about this website. It both shows people addressing and failing to address the topic.