Regular BS readers know that I appreciate and encourage comments on this blog.
But even after nearly four years of writing on a pretty regular basis, I'll be damned if I can predict which entries will result in an outpouring of reactions and which will create a resounding silence - or just a couple whimpers.
For example, I spent considerable time and thought working on the Miles's Library (1, 2, 3, 4, 5) series last week. I'd guessed there were enough things in the posts that would confuse or anger readers and that the reactions would be hot and heavy. Didn't happen. I did get one really good reaction (after complaining about the lack of reaction) from Libby Gorman who has given me persmission to post it :
...the scenario is SO different from today--and 2025 isn't that far away. Having looked at it a little more, I wonder..
- Won't all this cost a LOT of money? Where will it come from (given how technology in schools often seems behind the times because of money)?
- Will there be more teachers to meet the individualized student needs, or fewer, because of them serving less of a "babysitting" function, and because of tapping experts who aren't teachers? (This is somewhat tied to the first question, since teachers cost money.)
- I notice that Miles has a "Dr." for an advisor? Will more teachers need doctorates? (On the up side, will more grad students have job opportunities?)
- Ahhh, no physical books in the library...and also the ALA comment, although I imagine that was a well-designed jab at the problems w/ circulating the 21st century standards.
- What about the students (and there will be some, if not many) who DON'T pass that required basic skills test? And what about pre-test education? Will all of elementary school be boring test-prep?
- Will that "DataBank" make the digital divide into an informational divide, or will the public library make access work for everyone?
- Will we librarians really be able to DO all that?
I have a one year old, but I haven't gotten around to imagining his high school yet (I'm just starting to imagine kindergarten). Some of the imagined changes do scare me, but some of them seem really neat. And I think your imagining is an important part of preparing for the future.
Thanks for sharing!
That one comment was worth the work it took to write the posts. Knowing that one has stimulate thinking and questioning is quite a buzz. Thank you, Libby, for writing.
On the opposite end of the spectrum, my post the short rant about how men can improve their dress was written in about 15 minutes, has so far elicited 22 comments, some sort of hostile, like thi one from Alex:
You're a jerk. Excuse me, but "Ask your wife's opinion..." is clearly a gendered comment.
(Which kind of confuses me. At the risk of drawing even more ire, one of my gay friends often refers to his partner as his wife. Is this non-standard practice in the gay community? It was, however, sort of refreshing to be criticized for something other than my traditional views on copyright and such by my friends Tom and Peter.)
The other recent post that drew a good deal of very thoughtful comment was about how AASL should approach copyright on its student standards. If you have not gone back and re-read the comments associated with this post, do so. They are far more insightful than the original post. I love discussions that tend to shed light, not just produce heat.
Whether it is one comment or a dozen, please know I appreciate anyone who reads this stuff.
Your "heteronormative" author