U of Iowa Library School profiles 25 grads

Considering I barely made it through the program, I find it somwhat ironic that I was chosen to be one of the alums to be given a WHOLE PAGE in the latest newsletter from the University of Iowa's School of Library and Information Science. The issue explores the 50 year history of the program. 

Let me explain...

After spending two years as the world's worst HS English, Speech, and Drama teacher in a small Iowa town from 1976-78, I decided I needed a career change. I had always loved libraries, and more importantly, wondered what job could possibly be easier than that of a librarian? Order books, keep kids on task, and read a lot. Even more importantly, how much does a person really need to know to be a librarian anyway so how hard could it be to get a degree in Library Science? Getting an undergraduate degree in English Ed was primarily reading literature and then bullshitting on essay tests, and I felt that was about my academic ability level.

So I applied (not giving those reasons for my interest in the field) and was accepted into the program, where immediately that first term I discovered that my fellow classmates consisted of about 30 of the most brilliant, hardworking (obsessive?), and serious women I had ever met in my life. That first summer I barely hung on by my finger tips, especially in the cataloging class where I was the only person handwriting catalog cards. I was given a mercy C for the course if I remember. I promised the instructor to never, never accept a job as a cataloger.

But I managed to work my fulltime evening job to support myself and small family and still get through the program. I was the beneficiary of reverse discrimination, being the only white male in the school library part of the program. Two full semesters and two summer sessions later, I had my degree and was back in a small Iowa school, this time as a school librarian.

And I loved it, continuing to work as a school librarian for the next 12 years. Like the library school program, the job itself was more involved that thought.

So now you know the rest of the story.

I am deeply grateful to the U of I's SLIS and very proud to have been selected as a profiled alum, regardless of how mistakenly the decision was made.

BFTP: Why robots make the best teachers

I think we can all agree that Sierra's observations about robots being the best employees holds true for teachers as employees in general, but there are some additional, specific reasons that teachers especially ought to be more robotic. Just as a reminder from Sierra:

Why Robots Are the Best Employees by Kathy Sierra (2006)

1. They don't challenge the status quo
2. They don't ask those uncomfortable questions
3. They're 100% obedient
4. They don't need "personal" days.
5. ... because they don't have a personal life
6. They never make the boss look bad (e.g. stupid, incompetent, clueless, etc.)
7. They dress and talk the way you want them to
8. They have no strongly-held opinions
9. They have no passion, so they have nothing to "fight" for
10. They are always willing to do whatever it takes (insane hours, etc.)
11. They are the ultimate team players
12. They don't complain when you micromanage (tip: micromanaging is in fact one of the best ways to create a robot)
13. They don't care what their workspace is like, and don't complain if they don't have the equipment they need
14. They'll never threaten your job
15. They make perfect scapegoats
16. They get on well with zombies 

So why do robots especially make the best teachers?

1. They always follow the mandated curriculum (and love the Common Core)
2. They let nothing get in the way of good test scores
3. They give no special treatment to individual students
4. They have no special passions that take away time from teaching the basics
5. The do not tolerate ambiguity - only right and wrong
6. They never laugh, never get mad, never show excitement, never use sarcasm
7. They are easily programmed by politicians
8. They never break their computers, demand an IWBs, or let their kids play with their iPads
9. They pay attention during meetings
10. They don't need staff development
11. Their grades and lesson plans are always in on time
12. They work well with robot students

When robots take over the world, we can all just relax.
 

Original post August 6, 2012

Just another shill for educational companies?

Let's get this out of the way...

• I use Apple computers and have an iPhone.
• GSuite is both my professional and personal email, file storage, calendaring app.
• This blog resides on the Squarespace hosting service.
• I like Dropbox, Smugmug, GoodReads, Wikispaces, and Feedly. 
• In my presentations I often use Padlet, Poll Everwhere, and GoSoapBox.
• I drive a Honda, eat at Panera, and enjoy Raisin Bran.

I am sure the stock of these business have just soared. 

One of my favorite bloggers addressed the issue of educators promoting commercial products. In The Dilemma of Entrepreneurial Teachers with Brand Names, Larry Cuban questions the ethics of teachers who reached some degree of celebrity status (something oxymoronic about that) who take gifts from education companies and then use and promote those products in their social media exchanges and workshops.

Larry references a New York Times story about Kay Delzers, a North Dakota classroom teacher, who has become a "name brand" educator and who accepts products and lagniappe from companies to use in her classroom and her workshops. In his blog he writes:

Now with the Internet and social media, there is far more evidence of entrepreneurial teachers documented in blogs, Facebook postings, and start-up businesses. From Teachers Pay Teachers to Google Certified Innovators , the notion of teachers being entrepreneurial in a market-driven economy where Silicon Valleys across the U.S. (Northern California, Austin, New York City, Boston) spread a culture of  hustle, workaholism, and money should come as no surprise. Nonetheless, the Kayla Delzers among millions of teachers are the one percenters who wrestle with the dilemma of serving children and becoming a money-making brand name.

So what's an ethical educator to do? You don't need to be a "rock star" educator to know you have an impact on others' purchasing choices whether that be your students, their parents, or your co-workers.

Since now and again, my blog pops up on some "best of" education list, I get requests to promote an educational product - service, software, book, class etc - on the Blue Skunk. I routinely ignore these requests but if the solicitor is persistent, I refer them to the Endorsement Policy right on the blog. It reads, in part:

Product Endorsement Policy for the Blue Skunk and my presentations

• I will not endorse or mention a product (at least without a heavy-duty disclaimer) which I don't have experience using in our district. This is important. While the product itself might look very cool, it's only through experience that one learns about little things like support, compatibility, bug fixes, situational customizations, and unintended consequences of use.
• I will not accept any form of remuneration for reviewing or writing about a product. This includes trips, gifts, cash, cars, call girls or dictatorships of small countries. Not that any of these things have actually been offered to me.
• I don't take paid advertising on my blog or website.
• I don't accept unsolicited guest blogs from commercial enterprises.
• I don't wear t-shirts, baseball caps, or underwear with corporate logos. (I do have a hip flask with the ALA logo on it, however.)
• I do write "blurbs" for books and/or products that I've actually read or used and liked.
• My recommendations are my personal recommendations - not the school district's.

I suppose there are other guidelines I should set for myself. That readers trust my objectivity is important to me.

Maybe it is time every educator explicitly stated his/her personal endorsement policy. You could agree or disagree with the professionalism that policy, but at least everyone, including your students, would know where you stand.