Book Review: The Imperfectionists

I graduated from college with no idea about what I wanted to do with my life. Well, I knew I wanted to write, but what kind of prospects are there for an untested writer in this world? I had gravitated towards journalism, mostly out of desperation for work, but once into the world of newspapers, I was hooked.

I loved the newsrooms, even with the cranky editors and odd-ball personalities. I loved hearing the roar of the presses, rumbling in the bowels of the building. I loved the deadline pressure, of writing with clarity. I loved my role as an eye on the community I covered. I loved how the newspaper was a meaningful part of the world, and how I was part of the newspaper that shone a light on that world. (OK, so I hated some of the way things were run and how some reporters became favorites of some editors, and I hated how some of my stories would get butchered by copy editors. It wasn’t all love and roses.)

I immersed myself totally into the history of journalism, devouring books about great reporters as if some of their qualities might rub off on me, and I took an avid interest in trade magazines, such as Editor & Publisher. And it soon became clear to me in the early 1990s, as it should have been clear to newspaper publishers (but apparently, was not), that the Internet was going to wreak total havoc on the profitability of newspapers (which mostly had monopolies in many cities and towns and which were incredibly profitable for many years). When the model of income is based almost entirely on advertising, and when you have the only game in town, you get lazy. And when you are lazy, the world can shift suddenly and dramatically. The Internet did that to newspapers.

As many colleagues of my former newspaper tell me, I got out of journalism to become a teacher just at the right time. Lay-offs have followed, cut-backs have ensued and the old newspaper where I cut my teeth as a writer is little more than a shell of itself these days. I can barely stomach reading it, when I do read it. It’s like watching someone you know and once cared about die a slow, painful death.

Which is exactly what Tom Rachman’s The Imperfectionists nails perfectly, as this wonderful debut novel sets its sights on a newspaper in Europe, and then performs the magic of delving deep into the people around that newspaper’s orbit — from reporters, to editors, to readers, to publishers. In the characters here, I saw many people I knew, including myself. The slow decline of the newspaper industry is laid bare in the tales of the people whose lives are pinned to writing and publishing the news.

Look at this passage, which comes near the end, as the publishing group that owns the newspaper makes the decision to fold the operation.

Newspapers were spiraling downward. Competing entertainments abounded, from cellphones to video games, from social networking sites to online porn. Technology was not merely luring readers; it was changing them. (245)

Rachman, who was a foreign correspondent himself, has a perfect ear for the voice of his characters, in all of those strengths and foibles.  The chapters here are like short stories and each one could sit on its own. Woven together, however, the chapters are pitch-perfect.  Like many in the real world, I hoped that the book might find some way for the newspaper to survive, so that these characters might endure. They don’t. The newspaper closes and their lives are uprooted. Just like in real life.

Peace (on the front page),
Kevin

Remembering the Collaborative ABC Project

Has it really been almost three years since Bonnie and I invited teachers and educators to join us on a collaborative digital storytelling project? I realized that last night when I was doing some work on another project and stumbled across the website of all of the videos we created for that project.

The Collaborative ABC Movie Project began because I wanted to learn how to dig into the concept of digital storytelling; Bonnie wanted to expand her knowledge of the work by tapping into the collaborative nature of the Web; and others came along with us for the ride.

The structure of the project was an ABC book. We randomly doled out letters to about 15 “friends” from various online networks (including the National Writing Project) who were game to give digital storytelling a try. Most of them, like me, had never created a digital story before but could see the potential for learning. We wanted to nurture ourselves as learners first, as we mulled over the possibilities for the classroom. Our friends were assigned letters and asked to construct a short digital story around that letter. How they did it, and what they did it ab0ut, was entirely up them. We only asked that they share the video on either Google Video or YouTube, and add it into a video site (no longer around because it got swallowed up by Yahoo) called Jumpcut. (Actually, Google Video doesn’t quite exist anymore either, but the videos are still there if you know where to look.)

We used Jumpcut because it allowed you to string videos together under various themes. So Bonnie and I took the 26 videos and made one large piece, and then smaller pieces that developed around themes that emerged from people’s work. It was fascinating to be part of that adventure and I learned as much from creating a digital story as I did about overseeing a collaborative project of folks I didn’t really know.

Bonnie captured our experiences nicely in a … digital story.

And during a presentation we created for the K12 Online Conference a few years ago, we created this voicethread for anyone to add their own letter-inspired story to the collaborative mix. The thread is still open and the invitation is still there for you. What story will you tell?

You can view all of the stories at the Collaborative ABC Movie Website.

Peace (in the adventures),
Kevin

A Poem: Why Watson?

A few weeks ago, when I first read that IBM was pitting its supercomputer, Watson, against contestants on Jeopardy, my first thought was: Why did you name it Watson and not Holmes? This poem sprung up from that thought, and I forgot about it until this week when Watson crushed the humans in the game.

You can listen to the podcast I had done, too, of the poem.

Why Watson

Why, I wonder, is it Watson
and not Holmes
who is the spirit of the answer machine —

Wasn’t it Holmes who uncovered the truths
by means of the scantest of clues?
Wasn’t it Holmes who silently let his gears churn
to make the most of improbable connections?
Wasn’t it Holmes who asked questions that seemed irrelevant
only to later turn on the pin of relevance?
Wasn’t it Holmes?

And where was Watson?
Acting as the foil, watching and wondering
and waiting to beat Truth over the head
with his London umbrella
in hopes of forcing a confession.

Or is it always Watson, and never Holmes,
who solved the murders,
and therefore it was I, the reader,
who was left in the dark,
never understanding the mystery to begin with?

Like many, I thought it funny that Ken Jennings used a Simpson’s quote for his final answer, and I also found his essay on Slate about his thoughts on matching wits against the machine, and why he realized that the humans were “the away team” in this experiment.

Peace (in the clues),
Kevin

Design, Usability, Size of Online Writing Spaces

The other day, I saw a notice that mentioned that the English Companion Ning space, started by Jim Burke, now had more than 20,000 members. My first thought is: that’s a whole lot of English teachers in one place. It reminds me of the first Ning I ever was part of — Classroom 2.0, created by Steve Hargadon — and the growth that took place there over fairly a short period of time. That site now has more than 53,000 members. Those are like small cities of teachers.

In both cases, the size of the community has come to dwarf my interest in the sites, and I mostly have dropped out of both of them. The very elements that I initially liked about the two communities — the ability to connect with other teachers, to follow threads and learn from examples, to share and gather resources — has become less and less like discovery there, and more like a navigational chore. I become overwhelmed by sheer numbers and feel like a little pebble dropping into the ocean when I go there, so I don’t anymore. Which is not to say that neither site has value — I still tell folks to head to both for their first forays into networking. They just don’t have value for me.

Here’s what I like: a smaller-scale community that experiences slow, but steady, growth. A Ning site that I facilitate with my friend Bonnie Kaplan for teachers in the National Writing Project still feels like a home for me as a writer and teacher. We have a little over 400 teachers, but we all have connections to the National Writing Project. We get a few new members each month, with more at the end of each summer, and many folks join us in weekly writing activities. I still know and write with many of the original members of the network.

It reminds me of a side conversation that I took part in at the National Writing Project Annual Meeting, where we were talking about the “ideal size” of a networking space, where it is small enough to have connections with others and large enough to have enough diverse thoughts to make it interesting. We settled on something around 500 people for a network. I still stand by that number.

Ning has gotten a lot of grief in the past year as it moved from a free model to a paid one, but they do keep adding more and more features that allow a manager of site to make it their own. You can do as much or as little as you want to make the Ning site welcoming and reflective of your community, which in turn supports the work of the members of the community. That’s how design works hand-in-hand with nurturing a networking site.

Which brings me to another online forum that I am now taking part in with the Massachusetts New Literacies Teacher Leadership Initiative. We’re moving some discussions into the online portal (MassOne) of the Massachusetts Department of Elementary and Secondary Education. I know all the reasons for using the MassOne site: it keeps discussions under the banner of the state, which has graciously funded the year-long initiative; it archives our discussion; it is  a place where every teachers in our state has an account.

But I personally find the site unfriendly, from a design and usability standpoint, and I truly wish we could have launched our own stand-alone space that is easier to use and more design-friendly.Here are some of the things that bother me:

  • First, if I make a thread or a discussion, I can’t edit or delete it once it is posted.  I made this mistake the other day, as one of the leaders of a forum, and had to email another teacher leader, who had to email a forum manager at the state education offices. That seems awfully inefficient to me. And I was so frustrated that I could not make any changes to my post. It was as if I had tossed a badly written letter into a bottle and tossed it into the ocean, only to remember I forgot to put my name on it. Too late. Your words are lost.
  • Second, the interface feels like it was designed in the mid-1990s and was never revamped to keep up with the times. There’s something to be said for a clean look with little flash but this is extreme. It’s like writing in a virtual version of the dentist’s office. At our Ning space, we try to keep things simple. A good, thoughtful design invites people to write. A friendly look extends a friendly invitation to folks to be part of the community, and giving them some tools to make the space their own provides a path towards ownership, which leads to more interaction within the community. This MassOne has none of that. Zip.
  • Third, there does not seem to be any way to change your email for notification updates. As one of the forum leaders, I want to know when folks in my teacher group are posting, so I can respond and nurture the discussion in a timely manner (another element of a good site — quick, thoughtful responses). For me, this means that I have to keep checking my school email as opposed to my personal email. (I suppose this is done to verify that we are all teachers in the Massachusetts system but still, I find it annoying). There is an RSS button in the forum space, and I thought: Perfect! But it didn’t work. Darn it. (And if it did work, the RSS seems to cover the entire MassOne system, not just my forums. How is that helpful? It’s just a stream of information that I would still have to wade through).
  • Fourth, there is no real way to personalize myself in the space. I can choose an avavatar icon, but only from the preset ones.  I can’t upload anything — no images or screenshots or anything — and the threads only show my author-name as a shortened version of my email. Talk about impersonal. A good, nurturing space gives users the options for staking out some ground. I don’t want to be one of the masses.
  • Finally, the fact that we are writing under the Department of Educational umbrella means that folks may be guarded, and might fear honesty. When you know high-level state folks might be wondering what we are up to and can quickly check in over your shoulder, you pull some punches (if you have them).

All that being said, I’m interested to see how this experiment goes. We held an online conference the other day and our teachers are now being reminded of their responsibilities of moving discussions online into the forum space. As of this morning, though, not one of the 20 or so teachers in the group I am facilitating had posted a single thing (of course, it is the start of vacation week).

Peace (in the networks),
Kevin

Glogging about Books: The Collection

Yesterday was the deadline for my students to finish up their independent book projects, which included creating a poster about their book. This year, they had the choice of using Glogster.edu or creating a traditional poster. About 85 percent chose Glogster, but I have to say, some of the traditional posters are spectacular, too. It’s a good reminder that content and creativity is what’s important, not the platform (virtual or otherwise).

As I’ve mentioned, I have had many conversations about “design” around the Glogs. Colors, animation, flow, fonts and busy-ness were common words the last few days as I met with students. It’s fascinating how many will “get it” when they step back and how many get so locked into their original vision of the posters that they have a hard time disentangling themselves from that vision.

I’m thinking that since there are so many good posters, I might spend the month of March sharing them out, one or two a day — a sort of Glog a Day project. Until then, here is our growing collection of books that might interest you and your students. There is a wide range of levels here, as I teach inclusion classes, and they chose books based on their own interest (with slight pushes and recommendations from me).

(Note: if you use an RSS reader, you might get a “flash error message” for this post in your reader. Just go directly to the presentation and you should be fine to view it.)

Go directly to the Independent Book Collection
You need Flash plugin
Peace (in the sharing),
Kevin

Got Gaming? I’m in! But What about the Girls?

A looming deadline about whether or not to offer up a summer enrichment camp around Game Design and Development came and went, and yes, I decided to put my cards on the table and offer up the class this coming July. I really appreciated folks who helped me think this through a bit (I’ll need more help later on, friend, so don’t go anywhere) and for those who offered up kind messages of support for jumping into something new for me. (You can see my thinking from the other day around my ideas for a camp built around gaming).

Here is my camp description:

Introductory Game Development and Design

This session will look at gaming from the perspectives of both the player and the developer, as students will have ample time to both play and create their own games in cooperative working teams. We’ll also be considering the history of video game development and we may have a guest or two from the video game industry to talk and work with participants. Starting with board games and then moving into video games, students will design, develop and then publish their own original ideas. We will be using free software for development of simple video games that can be extended into more complex games for more advanced gamers.

Now that I know I am doing it, I am excited about the possibilities here.

The thing that makes this camp work for me is that these are middle school kids (grades five through eight) and that age group is so interesting because they are open to possibilities, not afraid to be “explorers” and yet they can be silly, too. (trust me). It’s also a select group. The kids in this program will want to be gaming, or else they would not have signed up.

I do wonder about this: will I get only boys? I hope not. The last few Webcomic Camps that I have done, there has been a solid mix of girls, and that has made a huge difference in the dynamics and creativity of the classes. From a teaching perspective, I want to reach the girls as much as the boys with the game course. I know that girls are often left on the sidelines of conversations around games and technology, even though some of my most talented and insightful and tech-savvy students are girls, not boys. This kind of camp might pry open the door a bit.

Now that I think of it, I wonder if there were any language tweaks I could have done on the course description that would better appeal to girls? Too late now, though.

If you didn’t hear this engaging radio story from National Public Radio, it is worth checking out. The reporter — a high school girl — talks about girls not getting the respect they deserve for being gamers. The piece is called “Why Do Girl Gamers Get So Little Respect?” by Jessica Cernadas.

I wonder if I can find any local female game designers to come in and talk about their work with the kids? Hmmmm. Time to network a bit …

Peace (in the pieces on the board),
Kevin

Moving Online with Massachusetts New Literacies

Image:tpack-contexts-small.jpg

We held a follow-up session for our Massachusetts New Literacies Teacher Leader Initiative yesterday, bringing together most of the teams of teachers together in an online session (via Elluminate platform) with Julie Coiro as the keynote speaker. Over the next few weeks, we will be shifting our discussions to an online forum site within the Massachusetts Department of Elementary and Secondary Education’s online portal (known as MassOne).

This journey began last summer with a week-long institute, and this online meeting was our second post-summer gathering. Julie centered her talk around a model of curriculum development called TPACK (Technological Pedagogical Content Knowledge), which involves deliberate conceptualization of the pedagogy behind lesson planning, understanding of area content, consideration of the impact of the technological tools on learning outcomes, and reflection on the ways that these areas may or may not overlap.

My impression is that TPACK has a foothold in some university programs, with pre-service teachers required to use it for curriculum design, but it has not yet found its place out in schools as a model for curriculum design (at least here in Massachusetts, other than in our institute), and this was something that Julie confirmed when we began asking for models. (There are some resources around TPACK at the College of William and Mary School of Education website.)

TPACK’s focus on pedagogy and content, and the way that technology can shift teaching practices into learning outcomes that utilize technology, is a good one, I think, although I honestly have to immerse myself more into the model to fully understand how to make the theoretical model work in the real world.

On another note, I have used Elluminate before for conferences and talks, and find it to be pretty useful (although it costs money). I do wish that more of the teams of teachers would have asked more questions of Julie. I felt as if it were mostly us teacher-leaders engaged in the discussions. That might be a result of unfamiliarity with the Elluminate platform or complexity of the TPACK talk or something else. I am hopeful that the online forums, where we will be in smaller groups, will open the door to more engagement by the folks in the institute. (And they will have to be, since we will have some requirements for posting and commenting).

Since last summer, I have been reflecting on our gatherings in a Voicethread, and last night, after our Elluminate session, I added a few thoughts. You’ll have to scroll through the thread to get to the last slide, since it is a chronological sequence of reflections here. Or feel free to listen and follow my journey with the institute. The thread is open for your comments or questions, too.


(Go to Voicethread directly)

Peace (in the reflection),
Kevin

A Novelist in the (School)House

Tui Sutherland
Yesterday, we had the pleasure of having one of the team of novelists from The Warriors book series in our school to talk with students about her work as a writer and a book editor. Tui Sutherland was kind, and gracious, and opened the floor up to a lot of questions from students about where she gets her inspiration, how she works with other writers under a common pen name, and her career arc from editing into novelist.

Sutherland was brought to the school because fifth grade students decided they wanted her, and they sponsored a series of cat-related events in our school to raise money to pay for her visit. There are some die-hard Warrior fans, I guess. To be honest, I have not read any of the books in the series, nor her newest series — The Seekers — but I do see plenty of kids walking around with them under their arms. I suspect I will now see even more.

Tui2
She repeatedly encouraged kids to write, and explained that when she was their age, she wrote and wrote and wrote. She also noted, however, that she rarely finished as story. “I love beginnings. It wasn’t until college that I really began to finish the stories I started. The more you write, the better you get about getting to an end,” she said, and I’ll bet that rang true with a lot of my young story writers, who often lose steam midway through stories.

As Sutherland spoke with sixth graders, I jotted down some notes about her as a writer.

First of all, she’s a night owl, and has a dog not a cat (which drew laughter from the students). After midnight “is my secret writing hour,” she explained. “That works for me.”

She became a novelist because she was in the right place at the right time. As an editor in a publishing company, she got her start as a writer by writing the text for sticker books, which led to writing early reader books, which led to a biography of Harry Houdini, which led to larger projects. Her connection to The Warriors series was first as an editor, and then when she left publishing to become a writer, the head author of The Warriors asked Tui to join their team.

She talked a bit about why writers sometimes use pseudonyms. In the case of her work in updating some Little House on the Prairie books, the name she chose for her work started with the same last letter of Laura Ingalls Wilder so that her Little House books would be located in the stacks near the original. In the case of The Warriors, the use of a single name for four writers allows each to contribute under a single name. But, Tui admitted: “I would love to have my name on all of my books, even though there are logical reasons” for pseudonyms.

She has written a few Disney novelizations of movies, including the last Pirates of the Caribbean movie. Disney forced her to sign all sorts of non-disclosure agreements and made her do all the writing on a Disney computer in a Disney office, and she could not bring any papers home with her. She also did a novelization of the updated Christmas Carol, which struck even her as odd, given that the movie is adapted from the Dickens’ novel.

And she urged students to write and aspire to become writers. She pointed out that televisi0n, movies and video games all have stories and characters at the heart of their work, and writers are behind them all. “There are all sorts of ways to be writers these days,” she encouraged them.

I see those writers just about every day in my class, but I was glad that Tui came and shared her story with us.

Peace (in the writing),
Kevin

To Game or not to Game, that is my question

For the past few summers, our Western Massachusetts Writing Project has made a concerted push to offer youth writing programs in the summer. I have been involved with a partnership with a local vocational high school that offers summer enrichment programs for middle school students. I’ve been part of teams that have offered programs in stop-motion movie making, webcomics, digital storytelling and more.

Here’s what I am mulling over, and I need to do it fairly soon (like, in the next few days, when advertising for the summer already gets underway): Do I offer a course around Game Development and Design? Before I say “yes,” I am trying to figure out, “Can you pull this off, mister?”

The text to a speech about gaming that I found online is something I keep coming back to as a sort of guide in my thinking around using gaming for education. The Ten Commandments of Game Development Education by Ernest Adams is wonderfully frank and helpful, and even though it is aimed for the university level, I see a lot of advice here that I should follow, including allowing for failure, keep “play” at the center of the work, show the history of the field of work, and encourage collaborative teamwork.

I have a feeling such a class would be of interest to a lot of kids (don’t you?) and so I am brainstorming here a bit about what I would do with them over the course of the 12 hours spread out over four days. My aim would be to make the program fun and interesting (it is summer, after all) while still engaging them as learners around concepts of design, play, creation and technology. And I want them to “create,” not just play.

Here’s an outline of my thinking:

  • Some of the first day would be centered around non-tech gaming and development of a game as a collaborative process. I would use what we did at the National Writing Project session around gaming, where we worked in small groups with some unknown materials to develop a game, with rules, that we could teach others.
  • We’d look at some familiar board games, and then use this book that I found that comes up with different ways to play familiar games (such as, a new way to play Monopoly, etc.) This would lead into a discussion around design: how does a game invite a player and what elements work for play? I might toss some card games into the mix, too.
  • I’d love to do something about the history of Video Games (there must be a good resource somewhere) and bring them to one of those sites that allow you to play the old 8-bit games like Pacman, Pong, Astroids, etc.,. so they can experience where video games came from and how far they have come in a few decades.
  • We’d then move into looking at and playing some online games, as we mull over, once again, design elements. What animation, choices for the player, artwork, etc., makes a game effective? I bet we could compile a pretty good list of recommended games from the kids.
  • I’d show them Scratch, with an emphasis first on animation and programming, and then, shift gears into using Scratch to develop a simple game. (I know this can be done with the MIT freeware, but I haven’t yet done it.)
  • At this point, I would work on the concept of “story” — of the underpinnings of a good game, and how character and plot can guide the game developer along (and also, note that this is a point of argument in the gaming world — that not all games need “story” to be successful and sometimes “story” ruins a good game, right?).
  • Here’s where I might have them use Gamemaker8 (which I have been experimenting with) to develop a Maze Game, and for those advanced students, turn them loose for something larger. I imagine this will be the point where the differentiated instruction will come into play, and where students with background knowledge can become leaders with me of the session. (And to be honest, I am looking for platform that is a bit easier to use. Any ideas?)
  • I want to look more for other game development software that we could use. I know there are some for developing games for mobile devices and for the Xbox. And I seem to recall a gaming platform that students can use to learn about making games. I’d have to dig around my notes for that one (does it cost money?)
  • I might as well have a time when kids can bring in their Xbox or Wii and let them play, right? I’d have to structure what we are looking at while they play.
  • I’d develop a website for their games to be published and shared. They would not be creating in a vacuum. And they would be testers and sources of feedback for each other, too. This could be interesting — how do we adapt the Peer Writing Response for Peer Gaming Response?
  • I’d even dig up a video documentary or two about game design. There was a good one about Donkey Kong, if I remember correctly. (note to self: appropriate for kids?)
  • I know at least one person who had a career on working in the video game industry that I bet I could bring in to talk about his work. There must be others out there, too. I always try to bring in guests who have experience who can talk to the kids and answer questions that fall outside my own field of expertise.

So, what do you think? Is it viable? Do you have resources that could help me along the way?

Peace (in the brainstorming),
Kevin