Standards and More

Today was a day of ups and downs emotionally. Friends who loaned me their digital video camera burned Cds (one a DVD, one a DVD Data Disc with uncompressed MP files) of my video. They are PC users and we are Mac users. Their camera had not come with an i.LINK cable that would allow me to load the video directly to my computer. We all thought one of the discs would enable me to upload the video to iMovie, so that I could edit it into clips to add to my text about vegetarianism. But when I tried I got audio only, no picture. We knew the images were there, or rather that I had remembered to remove the lens cap, because we had played the DVD in our player and viewed the interview on our t.v. I started to throw in the towel on the whole final product, but first I put out calls to two avid Mac techy types. No one was home, who works on Saturdays, right? My cousin-in-law called and then emailed ideas tonight. One it would have been easiest to buy an i.LINK cable (though, friends with camera said they didn't think the camera had the right port) or two, add a plug-in to Quick Time that would allow it to read the Mpeg 2 files. They both cost basically the same. So tomorrow will try one or both to solve problem.

Students doing this at school may or may not have these equipment woes. At our elementary school, we have a Mac lab and cameras and my daughter has used these to create school movies. Schools are able to write grants or to have teachers participate in special programs that award equipment to schools.

Standards

I consulted the Indiana Health Education Standards and chose the following as suitable to my topic and project. The references to health standards in my reading of Chapter 2 in Information Power: Building Partnerships for Learning, ALA,1998 (see examples of Content-Area Standards), got me to thinking how they fit with my information inquiry.

Standard 2-Students will demonstrate ability to access and evaluate health information, products and services.

Standard 4-Students will demonstrate the ability to analyze the influence of family, culture, peers, community, media and technology on health and health behaviors.

Standard 6-Students will demonstrate ability to implement decision making and goal setting skills to enhance health.

Standard 7-Students will demonstrate ability to advocate for personal, family and community health.

I included these in that a similar project might be assigned in a health science class. Standard 2, I also see as looking at determining what "is quality information and what's junk?" (Lamb, Wiggling email) in websites with health information, that a student might consult. See figure 6.6: Questions Used to Evaluate Web Sites in Inquiry Learning through Librarian-Teacher Partnerships by Violet H. Harada and Joan M. Yoshina. This table on page 90, with its criteria and questions, is a useful tool for students.

I also selected a standard from 8th grade English/Language Arts.

Standard 4-Parts of Writing Process: Students discuss, list and graphically organize writing ideas.

This would apply to students projects that include group discussions, emails or blogs and outlining and graphic organizers, like concept maps.

And lastly, I selected a standard from Indiana Standards for Technology Education.

Standard 12-Select the appropriate devices and systems to meet personal and societal needs.

Definitely important, see first paragraph of this blog. I chose this particular format for my final product, because I thought it would be appealing to the age group
my topic is addressing. Teens. Students creating a similar project would want to make peers aware of this imformation and would want to create and share a product that would ultimately educate others. Whether video, PowerPoint or pamphlet. Hoping that I'll still be able to create the final product I have envisioned.

Wiggling and Weaving

I had my interview for the Youth Services Librarian position on Wednesday. It was quite the learning experience and not at all what I had anticipated. I thought of all kinds of things I wished I had said, after the fact. I think that places of employment should email you the interview questions the evening before your interview, so you can feel better prepared. And more relaxed.

On Wednesday evening I succeeded in gathering 4 of the 5 girls I wanted to interview for project. It went really well and we all had a good time. Afterwards, we enjoyed pizza, vegetarian of course. I learned a lot from the girls. I imparted my knowledge about the importance of iron in their diet and each took home a copy of the vegetarian food pyramid. I was surprised that none of the three vegetarians had done any research on this diet decision before heading into it. And two have not shared with their family physician their dietary choice.

Students planning to do an interview, outside of school, as a part of their inquiry could easily abandon this option. When a deadline is at stake and the interviewee is elusive, students, especially those nervous about this type of interaction would eagerly take an easier path. But first hand information is interesting and adds elements not found in text.

Thursday, I received a call back for a second round of interviews for the library position! All I know is that this round will focus on "practical application of skills." That could cover a lot of territory. The big day is Thursday, Oct. 13th.

Last blog I promised to try and add a visual I created with a free trial of software from Inspiration.



I checked preview. It worked, yay!!! The Inspiration tools worked well and the instructions were easy to understand. The many options available with the software make it a useful tool for students. I noted the outline feature. Outlines are often required by teachers for students to get a visual idea of where they are headed with their topics. The outline template on Inspiration would be easy for a student to enter information into it and then to transfer it into other useful templates. If students were blogging their way through a project, these would add visual interest. These completed templates could also be added to a PowerPoint or webpage.

I'm now involved in seeking out information on how to create my final product. I have used the help features, watched tutorials and checked out a book about making imovies as well as looking into the movie features of PowerPoint. I used a friend's digital video camera and they were unsure if the camera was compatible with my Mac. So I gave them a disc for them to burn the video onto. They saved it two different ways and tomorrow I will attempt to, what's the appropriate term, upload it on my computer? I may consult knowledgeable friends about best tool for creating the blend of text and video I want to produce. Or just go with the trial and error method. I'm also planning to type up my research on Word. Up till now I have been using a notebook, with a separate page or two for each question.

Stay tuned.

Webbing and Wiggling

Just returned from Stories by Starlight, a yearly event at our elementary building. We gather for dinner, small group readings and enjoy a storyteller. This year I volunteered to find a storyteller. I used my SLIS connections and thought of Celestine Bloomfield who is a lecturer at IUPUI and teaches a storytelling workshop class. She agreed to come and bring a student or two, to give them experience. Celestine and Ann Guthrie (student and librarian at Greenfield) came, and were wonderful. Ann's stories required audience (kids) participation and in her retelling of The Giant Turnip she added a multitude of animals helpers to encompass all the kids who wanted to participate. Celestine is quite captivating and will participate in the storytelling festival which kicks off this weekend.

As I promised last blog, databases. I started by checking out what was available through I-MCPL. To access the databases you have to log in with your Marion Co. library card. I chose to search the Health and Wellness Resource Center, a Thompson * Gale Group database. I should explain right off that I find database searching very frustrating. To me it's like playing one of the popular games kids play online, you know the kind, where if you can only find the key, unlock the cave, you'll go to the next level and earn thousands of points. Only I can never find the key that fits. Or I get through the door, only to be eaten by a giant troll, well you get the idea.

Basic Search: Vegetarianism, 12 hits, tossed into reference only, 2 articles from the Pediatric Advisor, 2004.1. 1). Vegetarian Diet, p3350. 2). Sources of Essential Nutrients in a Vegetarian Diet, p2880. Okay, both usable.

Advanced Search:
Full text
2004-2005
Subject;Keyword-Hits
Vegetarianism;Teens-0
Vegetarianism-67
Vegetarianism-101
Teens-843
Teens and Vegetarianism-0
High School students-1831
(narrowed by subject)
"food and nutrition-34, a couple on veg.
Youth;Vegetarians-8
No date limiter-all before 2002

(I had this all type in an easier to read table, but blog did not like, so I've made concession).

It goes on but, I'll spare you. Did take notes on one article. Keeping Teenage Vegetarians Healthy and in the Know
by Peter F. Belamerich and Keith Thomas Ayoob. Contemporary Pediatrics; Oct. 2001, v18 i10, p89.

Next I went to IUPUI Libraries and Inspire for EBSCO HOST. One plus is that you are able to search multiple database at one time and set limiters for each. I decided to search databases that a student might use, so I chose Middle Search Plus and Topic-Health and Wellness. Tried "vegetarian" and "food" and "teens." 4 hits, 3 useable. 1). The Great American Meatout by Dee Murphy. Current Health 2; Feb. 2002, v28 i6, p23, 3p, 1 chart, 2c. Focus: Vegetarian diets among American Teens. 2). More Teens Say 'pass the salad' by Angela Wang. Christian Science Monitor; 9/19/96, v88 i207, p15, 5c. Reports on increase in number of teen vegetarians. 3). So Long Big Macs-it's on to rice and beans by
Susan Brink. U.S. News and World Report; 5/10/93, v114 i18, p70, 2p, 3c. Fastest growing segment of U.S. I copied and pasted last article to a word document.

I have noticed that there is little variation in the information that I have found in my search. Whether books, websites or articles, they are all structured similarly. "What is vegetarianism?" "What are the types of vegetarians?" "Reason for becoming vegetarian." "Nutritional needs of vegetarians." Etc. One issue that comes up is whether a vegetarian diet is possible masking an eating disorder, pro-vegetarian materials adamently discard this notion. Others suggest that is something to watch for. Could make for an interesting research project on its own, but not one I'll be tackling.

This is getting a bit long so I'll blog again to try and add my "Inspiration" tooled map. But, before I go I have to add how cool I think blogging is, I love the instant html coding features.

Webbing

It has been a crazy few days since I last blogged. I polished up my resume, which took a bit of time and created a cover letter, more time. I submitted my application for a part-time youth services librarian position and the next day received a call to return for an interview. I spent the weekend in a state of excitement, jitters and was a regular basket case. So I emailed Dr. Lamb with my juicy excuse and asked for an extension. Good thing too. My inquiry interview subjects were impossible to pin down for videoing on Sunday afternoon. One had a migraine and another had gone out of town, camping. I'm determined to get all five teens together, so now we are counting on their presence on Wednesday evening. Pizza as bait.

I've been exploring all my materials.

Books

Help my Child Stopped Eating Meat by Carol J. Adams.
Vegetarianism for Teens by Jane Duden.
Vegetarianism: Movement or Moment? by Donna Maurer.
Vegetarianism and Teens: A Hot Issue by Kathleen Winkler.

Websites

Vegetarianism in Teens I found this site very interesting.
Vegetarian Society British Organization, again good information and cool pamphlet for Veggie Teens and Parents, see pdf file.
VegetarianTeen Good support for Teen Vegetarians, not so much for research.

I also looked at I-MCPL and checked out their "Just for Kids" page for pathfinders. They are now called Kids' Info Guides. Click on "Health" and Health again. Good jumpstarters for kids doing research.

Steve asked the other night, when he saw me reading and taking notes, whether the point was to become an expert on vegetarianism or rather on being metacognitive about students' search processes. Hm? Both, right?

Check back tomorrow when I go into great detail about my database searching.