What happens when text becomes interactive in a Web 1.0 and Web 2.0 world? Web 1.0 and Web 2.0 information literacy 1

Let’s define some terms 2

This presentation will discuss the Information Literacy process with reference Web 1.0 and Web 2.0 applications http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/index.htm 3

This presentation will discuss the

Information Literacy process with reference

Web 1.0 and Web 2.0 applications

http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/index.htm

… .the next generation of the internet where the content of the web is created or edited by end-users (either individually or collaboratively) rather than those few geeky computer nerds. Further, these sites often allow collaboration, sharing, and assimilation to bring about exchanges of ideas from many different perspectives in the form of text, photos, videos, and/or other multimedia components. http://web20tools.wetpaint.com/ For an explanation aligned with curriculum purposes look at “Smart Classroom – 21 tools for the 21 st century” http://mediasite.eq.edu.au/EQ/Viewer/Viewers/Viewer320TL.aspx?mode=Default&peid=fc23f7e6-cbcf-4b60-ae89-fdc79e25d25c&pid=c19c056e-5676-4d6e-829d-0e50ec2ef807&playerType=WM7 For an explanation of the origins and history of Web 2.0 look at Curriki http://www.curriki.org/xwiki/bin/view/Coll_Group_HotTopicsinEducationalTechnology/CurriculumUsingWeb20?bc = Web 1.0 is… Web 2.0 is… 4

… .the next generation of the internet where the content of the web is created or edited by end-users (either individually or collaboratively) rather than those few geeky computer nerds. Further, these sites often allow collaboration, sharing, and assimilation to bring about exchanges of ideas from many different perspectives in the form of text, photos, videos, and/or other multimedia components. http://web20tools.wetpaint.com/

For an explanation aligned with curriculum purposes look at “Smart Classroom – 21 tools for the 21 st century” http://mediasite.eq.edu.au/EQ/Viewer/Viewers/Viewer320TL.aspx?mode=Default&peid=fc23f7e6-cbcf-4b60-ae89-fdc79e25d25c&pid=c19c056e-5676-4d6e-829d-0e50ec2ef807&playerType=WM7

For an explanation of the origins and history of Web 2.0 look at Curriki http://www.curriki.org/xwiki/bin/view/Coll_Group_HotTopicsinEducationalTechnology/CurriculumUsingWeb20?bc =

Let’s acknowledge some educational contexts 5

We acknowledge that we work in a curriculum context and that Information Literacy and “ICT’s across the Curriculum” are inter - dependent… “ Rapid and continuing advances in information and communication technologies (ICT) are changing the ways people share, use, develop and process information and technology. In this digital age, young people need to be highly skilled in the use of ICT. While schools already employ these technologies in learning, there is a need to increase their effectiveness significantly over the next decade.” The Statements of Learning for Information and Communication Technologies (ICT) were managed by Australian Education Systems Officials Committee (AESOC) on behalf of the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA), and developed by Curriculum Corporation. The ability of individuals to use ICT appropriately to access, manage and evaluate information, develop new understandings, and communicate with others in order to participate effectively in society. The importance of ICT in schooling was reinforced by the MCEETYA Performance Measurement and Reporting Taskforce (2005) which adopted a definition of ICT Literacy as:

Section 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. provide students with multiple and varied formative and summarise assessments aligned with content and technology standards and use resulting data to inform learning and teaching The ISTE National Educational Technology Standards (NETS•S) and Performance Indicators for Teachers Section 3 Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyse, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. The ISTE National Educational Technology Standards (NETS•S) and Performance Indicators for Students

Section 2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.

Teachers:

a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. provide students with multiple and varied formative and summarise assessments aligned with content and technology standards and use resulting data to inform learning and teaching

e.g. Students should by the end of Year 9 identify the inquiry focus, data and information requirements and a range of digital information sources plan, conduct and refine advanced searches, and select appropriate sources of digital information in response to research questions classify, organise, analyse and interpret data and information from a variety of sources to respond to inquiries, or to identify new paths for inquiries evaluate data and information gathered for usefulness, credibility, relevance, accuracy, completeness and authenticity reflect on, analyse and evaluate how ICTs have assisted in addressing research questions and sub-questions for the inquiry purposes and in developing new understandings . Information Literacy is also embedded in: - Information and Communication Technologies (ICTs) - Cross Curriculum Priority key learning areas - QSA / Essential Learning's http://www.qsa.qld.edu.au/learning/7300.html

e.g. Students should by the end of Year 9

identify the inquiry focus, data and information requirements and a range of digital information sources

plan, conduct and refine advanced searches, and select appropriate sources of digital information in response to research questions

classify, organise, analyse and interpret data and information from a variety of sources to respond to inquiries, or to identify new paths for inquiries

evaluate data and information gathered for usefulness, credibility, relevance, accuracy, completeness and authenticity

reflect on, analyse and evaluate how ICTs have assisted in addressing research questions and sub-questions for the inquiry purposes and in developing new understandings .

“ A lifelong learner in technology terms is a complex thinker - judging the relevance, reliability and validity of data and information - generating and accessing information from a variety of sources.” Queensland Technology Syllabus / Information strand Action Research model – QCAR Queensland Curriculum, Assessment Reporting QCAR also provides a generalised model for action research

Information literacy can be also explained by various educational theorists. This meta-analysis was conducted by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock http://web2thatworks.com/index.php?title=Classroom_Instruction_That_Works 10

ASLA ~ ALIA statement on information literacy 11

Information Literacy is also embedded in… "when students reflect on their own thinking and learning and construct knowledge and understanding through active participation” Catholic Education Office Rockhampton – Learning Framework

13

Let’s acknowledge that we also live in a quickly changing world 14

Where are we going? Right now in becoming information - rich… we have strangely become attention-poor. We suffer from a torrential abundance of data and information, which we cannot absorb, due to the scarcity of human time and attention in our frenetic modern world.” http://www.theglobeandmail.com/news/opinions/information-rich-and-attention-poor/article1285001/ Peter Nicholson - Saturday's Globe and Mail September 19 2009 15

Where are we going?

Right now in becoming information - rich… we have strangely become attention-poor. We suffer from a torrential abundance of data and information, which we cannot absorb, due to the scarcity of human time and attention in our frenetic modern world.” http://www.theglobeandmail.com/news/opinions/information-rich-and-attention-poor/article1285001/ Peter Nicholson - Saturday's Globe and Mail September 19 2009

How do you cope or keep apace with change in our frenetic world? 16

Wordle http://www.wordle.net/ 38 ways to use Wordle in the classroom http://docs.google.com/present/view?skipauth=true&id=dhn2vcv5_157dpbsg9c5 Diggo http://www.diigo.com/user/libmit?msg=welcome Sticky note website tag 17

As a suggestion you might consider the following paradigm shifts 18

To cope with the modern world we can change our thinking… http://www.criticalthinking.org/CTmodel/CTModel1.cfm 19

To cope with the modern world, we can change our questioning style using better action words or verbs… 20

To cope with the modern world, we can ask new varied questions... 21

To cope with the modern world we can rethink our understanding and purpose of the W.W.W (Learning W henever W herever W hatever) A Youtube vision of K-12 students today challenging why they cant use Web 2.0 tools http://www.youtube.com/watch?v=_A-ZVCjfWf8 A Queensland Wiki on information literacy http://teamblearners.wetpaint.com/ PLN’s (Personal learning networks) Twitter http://twitter4teachers.pbworks.com/ Google http://sites.google.com/site/buildingapln/ Slideshare http://www.slideshare.net/bethanyvsmith/creating-an-online-personal-learning-network-presentation What is Web 2.0? – Discovery Education video http://cdwg.discoveryeducation.com/web2.0/video.cfm 100 online tools for learners http://www.collegeathome.com/blog/2008/06/10/100-helpful-web-tools-for-every-kind-of-learner/ 22

A Youtube vision of K-12 students today challenging why they cant use Web 2.0 tools http://www.youtube.com/watch?v=_A-ZVCjfWf8

A Queensland Wiki on information literacy http://teamblearners.wetpaint.com/

PLN’s (Personal learning networks)

Twitter http://twitter4teachers.pbworks.com/

Google http://sites.google.com/site/buildingapln/

Slideshare http://www.slideshare.net/bethanyvsmith/creating-an-online-personal-learning-network-presentation

What is Web 2.0? – Discovery Education video http://cdwg.discoveryeducation.com/web2.0/video.cfm

100 online tools for learners

http://www.collegeathome.com/blog/2008/06/10/100-helpful-web-tools-for-every-kind-of-learner/

To cope with the modern world we need to adapt new Web 2.0 tools to good pedagogy 23

We may need to shift from being a passive consumer of information to a producer of information. 24

Web 2.0 is all about communicating with my audience? Diocesan Virtual library http://www.dceo.rok.catholic.edu.au/myclasses/Class,100611543220631 Slideshare http://www.slideshare.net/Markmit/information-literacy-web-10-and-web-20 Wikispaces http://infolite.wikispaces.com/The+information+process My EdNA blog http://me.edu.au/public/search?q=mark+mitchell World of Warcraft : http://www.wowarmory.com/character-sheet.xml?r =Barthilas&n=Farthia Twitter http:// www.twibes.com /group/librarians Original photo: flickr.com/photos/b-tal/116220308/

To help our students cope with a modern world we have to assist their growth… to true understanding and searching for the truth 26

We have to work against this attitude... “ All my research is available in Google and Wikipedia...” “ Who needs a database…I’ll Google it… I don’t need to use library books, I have the Internet!” “ What do you mean? Do I have to read this copy / paste download before I hand it in?”

We have to work against this attitude...

“ All my research is available in Google and Wikipedia...”

“ Who needs a database…I’ll Google it… I don’t need to use library books, I have the Internet!”

“ What do you mean? Do I have to read this copy / paste download before I hand it in?”

http:// www.bradfordvts.co.uk/picsonpages/plagiarismdefined.jpg http://edc.carleton.ca/blog/wp-content/uploads/2008/06/061013_internet_citing1.gif https://www.unf.edu/dept/cirt/newsletters/Jan09/reportcard%20plagiarism%20cartoon.gif 28

Some helpful tools… Google simple search isn’t the only search tool 29

In Web 1.0 terms…true Information Literacy comes from using more than Google simple search . Google Advanced Search http:// www.google.com.au/advanced_search?hl =en Better search categories added to your search http://mrssmoke.onsugar.com/3021349 Google Blog search http:// www.google.com.au/blogsearch?hl = en or Just free books http://www.justfreebooks.info/ Google Book search http:// www.google.com.au/books?hl =en Google Images http:// www.google.com.au/imghp?hl =en Google Scholar http:// scholar.google.com.au/schhp?hl = en&lr

Google Advanced Search http:// www.google.com.au/advanced_search?hl =en

Better search categories added to your search http://mrssmoke.onsugar.com/3021349

Google Blog search http:// www.google.com.au/blogsearch?hl = en or Just free books http://www.justfreebooks.info/

Google Book search http:// www.google.com.au/books?hl =en

Google Images http:// www.google.com.au/imghp?hl =en

Google Scholar http:// scholar.google.com.au/schhp?hl = en&lr

Visuwords an online dictionary http://www.visuwords.com/ Scribble Maps which locates places on Google maps http://scribblemaps.com/#id=bSFtRSQIZn Good information literacy in the defining stage requires precision of terms and place .

Visuwords an online dictionary http://www.visuwords.com/

Scribble Maps which locates places on Google maps http://scribblemaps.com/#id=bSFtRSQIZn

Wikipedia works better by comparing results rather than leaping to one answer Anyone in the world can add or edit entries in Wikipedia. Check it against other wikis using Qwika the wiki search engine designed to search 144 wikis and 21,964,380 articles in its index. http:// www.qwika.com / Enhance Wikipedia by using Navify http://navify.com/

The State Library of Queensland - Offsite databases Connect from home using an e-services card or QPL account (immediate access for Qld public library members) http:// www.slq.qld.gov.au /find/articles/offsite The CQU / State Library of Queensland yourtutor http:// yourtutor.com.au / a free, live, online homework help service for grades 4 to 12. The service is available Monday to Friday, 4-8pm - for instant, one-on-one assistance with maths, English, science, research and study skills from friendly, helpful tutors. The service is available to all Queensland public library members. Web 1.0 Information Literacy involves using more specific databases like

The State Library of Queensland - Offsite databases

Connect from home using an e-services card or QPL account (immediate access for Qld public library members) http:// www.slq.qld.gov.au /find/articles/offsite

The CQU / State Library of Queensland yourtutor

http:// yourtutor.com.au /

a free, live, online homework help service for grades 4 to 12. The service

is available Monday to Friday, 4-8pm - for instant, one-on-one assistance with maths, English, science, research and study skills from friendly,

helpful tutors. The service is available to all Queensland public library members.

21st century learners understand that good information is derived and cross – checked from many sources by using a variety of web search engines Noodletools http://www.noodletools.com/debbie/literacies/information/5locate/adviceengine.html 34

Boolean searches engines to narrow information Boolify http:// www.boolify.org / Interesting visual search engines Cool iris http://www.cooliris.com/ Taggalaxy http:// taggalaxy.de / Internet multi search engines Librarians index to the Internet http:// lii.org/pub/htdocs/search_tools.htm Aggregate ranking search engines to compare results Cactisearch http:// www.cactisearch.com / Good information literacy comes from comparing Google results against different search engines like

Boolean searches engines to narrow information

Boolify http:// www.boolify.org /

Interesting visual search engines

Cool iris http://www.cooliris.com/

Taggalaxy http:// taggalaxy.de /

Internet multi search engines Librarians index to the Internet http:// lii.org/pub/htdocs/search_tools.htm

Aggregate ranking search engines to compare results Cactisearch http:// www.cactisearch.com /

Hybrid Twitter / Google search engines Twoquick http://www.twoquick.com/search?q=iran&geo=everywhere Twoogle http:// twoogle.browsys.com/index.php?q =tree Clustering search engines Eyeplorer http:// www.eyeplorer.com/eyePlorer / Clusty http://clusty.com/search?&input-form=clusty-simple&v:sources=webplus&query=tree&form=advanced&v%3aframe=form& Good information literacy comes from comparing Google results against different search engines like

Hybrid Twitter / Google search engines

Twoquick http://www.twoquick.com/search?q=iran&geo=everywhere

Twoogle http:// twoogle.browsys.com/index.php?q =tree

Clustering search engines

Eyeplorer http:// www.eyeplorer.com/eyePlorer /

Clusty http://clusty.com/search?&input-form=clusty-simple&v:sources=webplus&query=tree&form=advanced&v%3aframe=form&

Some of the newer search tools 37

It’s a different world view…Spezify http://www.spezify.com/ 38

In monitorThis you get Blogdigger / Bloglines / Blogmarks / Delicious / Findarticles / Google blogs / Google news / Google Picasaweb / Identica / Maetacafe / Mister wong / Opensearch / Plazoo Technocrati /Topix / Twitter / http://monitorthis.info/?q=testing&inTitle=on&haveDesc=on&source=all&showResults=25&start=1&sortBy=pubDate&output=html 39

In Addict-o-matic you get Twitter - Bing - Google blog - Friendfeed -Youtube - Digg - Flickr - Ask.com - Technorati – Tweetme - Delicious - Bloglines - Wordpress – Wikio http://addictomatic.com/ 40

E - Information Literacy is about Keeping E - lert with … Social web search engines http://www.interactiveinsightsgroup.com/blog1/how-to-search-the-social-web-ultimate-toolkit/ 41

42

Web 2.0 involves many new tools for general users. http://www.allmyfaves.com/ 43

Web 2.0 involves many new tools for general users. http://cooltoolsforschools.wikispaces.com/ 44

Web 2.0 involves many new tools for general users . http://beta.go2web20.net/#tag:e-learning 45

Appendix : Where did I get my information from? 46

E - Information Literacy is about Keeping E - lert with “Google Alert” http:// www.google.com/alerts?hl =en 47

E - Information Literacy is about Keeping E - lert with … RSS feeds 48

E - Information Literacy is about Keeping E - lert with … Pageflake RSS feeds http:// www.pageflakes.com/informationliteracy / 49

Diigo social tagging and PLN –Personal learning network http://www.diigo.com/index 50

E - Information Literacy is about Keeping E - lert with IGoogle http:// www.google.com/ig

E - Information Literacy is about Keeping E - lert with … “Google reader” RSS feed https:// www.google.com/accounts/ManageAccount 52

Thanks for listening Good luck. Don’t get too hung up about it all!

Appendix : Additional information 54

All great journeys in life begin with a small step…. This presentation will ask you to consider some of the changes occurring in Web 1.0 and Web 2.0 Internet applications to assist Information literacy needs in schools. At your own pace feel free to possibly learn about these changes and implement them in your own learning journey first, before applying them to the classroom. All photographs in this presentation drawn from Flickr Creative commons http://www.flickr.com/creativecommons/ If you want to find further images on the same content use Google Images http://images.google.com.au/imghp?hl=en&tab=wi But if you want to find where an image came from, how it is being used, if modified versions of the image exist, or to find higher resolution versions use Tineye http://tineye.com/ 55

All great journeys in life begin with a small step….

This presentation will ask you to consider some of the changes occurring in Web 1.0 and Web 2.0 Internet applications to assist Information literacy needs in schools.

At your own pace feel free to possibly learn about these changes and implement them in your own learning journey first, before applying them to the classroom.

All photographs in this presentation drawn from Flickr Creative commons http://www.flickr.com/creativecommons/

If you want to find further images on the same content use Google Images http://images.google.com.au/imghp?hl=en&tab=wi

But if you want to find where an image came from, how it is being used, if modified versions of the image exist, or to find higher resolution versions use Tineye http://tineye.com/

Technically speaking If your having trouble with explanatory materials downloaded in PDF format try converting it to Word have a look at Pdftoword http://www.pdftoword.com/ Or try Zamza r http://www.zamzar.com/faq.php#Q1 56

If your having trouble with explanatory materials downloaded in PDF format try converting it to Word have a look at Pdftoword http://www.pdftoword.com/

Or try Zamza r http://www.zamzar.com/faq.php#Q1

Legal disclaimer A USER'S GUIDE TO THE FLEXIBLE DEALING PROVISION FOR LIBRARIES, EDUCATIONAL INSTITUTIONS AND CULTURAL INSTITUTIONS Australian Digital Alliance http://www.digital.org.au/documents/FlexibleDealingHandbookfinal.pdf BLOG, PODCAST, VODCAST AND WIKI COPYRIGHT GUIDE FOR AUSTRALIA Law Research Program | ARC Centre of Excellence for Creative Industries and Innovation . http://eprints.qut.edu.au/19714/1/Australian_Copyright_Blog_Guide.pdf Smart Copying www.smartcopying.edu.au Australian Copyright Council – Information sheets http://www.copyright.org.au/publications/infosheets.htm National Copyright Guidelines http://education.qld.gov.au/strategic/eppr/national-copyright.pdf 57

A USER'S GUIDE TO THE FLEXIBLE DEALING PROVISION FOR LIBRARIES, EDUCATIONAL INSTITUTIONS AND CULTURAL INSTITUTIONS Australian Digital Alliance

http://www.digital.org.au/documents/FlexibleDealingHandbookfinal.pdf

BLOG, PODCAST, VODCAST AND WIKI COPYRIGHT GUIDE FOR AUSTRALIA Law Research Program | ARC Centre of Excellence for Creative Industries and Innovation .

http://eprints.qut.edu.au/19714/1/Australian_Copyright_Blog_Guide.pdf

Smart Copying www.smartcopying.edu.au

Australian Copyright Council – Information sheets http://www.copyright.org.au/publications/infosheets.htm

National Copyright Guidelines http://education.qld.gov.au/strategic/eppr/national-copyright.pdf

Legal disclaimer Be careful with using web 2.0 applications. Many have specific user agreements and terms of and conditions of use To get around some restrictions try http://streamingvideo.wikispaces.com/ for alternative streaming media to Youtube. For alternative applications on how to download streaming video http://www.schoollibraryjournal.com/blog/1340000334/post/1410038141.html?nid=3714 58

Be careful with using web 2.0 applications. Many have specific user agreements and terms of and conditions of use

To get around some restrictions try http://streamingvideo.wikispaces.com/ for alternative streaming media to Youtube.

For alternative applications on how to download streaming video http://www.schoollibraryjournal.com/blog/1340000334/post/1410038141.html?nid=3714

FaganFinder Audio Search Engines http:// www.faganfinder.com /audio/ video and movie search tools. FaganFinder Image Search Engines http:// www.faganfinder.com/img / image search engines. FaganFinder Video and Movie Search Engines http:// www.faganfinder.com /video/ audio and music file finders. Ditto http:// ditto.com / Large searchable index of visual content on the internet. Picsearch http:// www.picsearch.com / User friendly. Designed to be simple, fast and accurate. Podscope http:// www.podscope.com / Search for podcast content. SingingFish http:// video.aol.com / Search for audio and/or video files. Formats include Quicktime, Real Audio, Real Video, MP3 and Windows Media Other search engines

FaganFinder Audio Search Engines http:// www.faganfinder.com /audio/ video and movie search tools.

FaganFinder Image Search Engines http:// www.faganfinder.com/img / image search engines.

FaganFinder Video and Movie Search Engines http:// www.faganfinder.com /video/ audio and music file finders.

Ditto http:// ditto.com / Large searchable index of visual content on the internet.

Picsearch http:// www.picsearch.com / User friendly. Designed to be simple, fast and accurate.

Podscope http:// www.podscope.com / Search for podcast content.

SingingFish http:// video.aol.com / Search for audio and/or video files. Formats include

Quicktime, Real Audio, Real Video, MP3 and Windows Media

Web 1.0 and web 2.0 users need to also be discriminating users of the internet Suggested bogus Sites: No titles are deliberately included so that you can make up your own mind as to what these sites are all about. http://www.bleeding-obvious.co.uk/frogs/frogs.htm http:// www.thedogisland.com/index.html http:// www.fertnel.com/brands.html http://descy.50megs.com/mankato/mankato.html http://zapatopi.net/treeoctopus/ http://www.sdst.org/shs/library//evalwebstu.html#back%20to%20top http:// www.media - awareness.ca/english/resources/educational/lessons/secondary/internet/hoax_research_opinion.cfm http://www.avon.k12.ct.us/enrichment/Enrich/quickgr4-0.htm http:// www.dhmo.org / 60

Suggested bogus Sites: No titles are deliberately included so that you can make up your own mind as to what these sites are all about.

http://www.bleeding-obvious.co.uk/frogs/frogs.htm

http:// www.thedogisland.com/index.html

http:// www.fertnel.com/brands.html

http://descy.50megs.com/mankato/mankato.html

http://zapatopi.net/treeoctopus/

http://www.sdst.org/shs/library//evalwebstu.html#back%20to%20top

http:// www.media -

awareness.ca/english/resources/educational/lessons/secondary/internet/hoax_research_opinion.cfm

http://www.avon.k12.ct.us/enrichment/Enrich/quickgr4-0.htm

http:// www.dhmo.org /

Metro Station Washington on a cold January morning. The man with a violin played six Bach pieces for about 45 minutes. During that time approx. two thousand people went through the station, most of them on their way to work. After three minutes a middle aged man noticed there was a musician playing. He slowed his pace and stopped for a few seconds and then hurried to meet his schedule. 4 minutes later: The violinist received his first dollar: a woman threw the money in the hat and, without stopping, continued to walk. 6 minutes: A young man leaned against the wall to listen to him, then looked at his watch and started to walk again. 10 minutes: A three-year old boy stopped but his mother tugged him along hurriedly. The kid stopped to look at the violinist again, but the mother pushed hard and the child continued to walk, turning his head all the time. This action was repeated by several other children. Every parent, without exception, forced their children to move on quickly. 45 minutes: The musician played continuously. Only six people stopped and listened for a short while. About 20 gave money but continued to walk at their normal pace... The man collected a total of $32. 1 hour: He finished playing and silence took over. No one noticed. No one applauded, nor was there any recognition. No one knew this, but the violinist was Joshua Bell, one of the greatest musicians in the world. He played one of the most intricate pieces ever written, with a violin valued at $3.5 million dollars. Two days before Joshua Bell sold out a theatre in Boston where the seats averaged $200. This is a true story. Joshua Bell playing incognito in the metro station was organized by the Washington Post as part of a social experiment about perception, taste and people's priorities. The questions raised: in a common place environment at an inappropriate hour, do we perceive beauty? Do we stop to appreciate it? Do we recognize talent in an unexpected context? One conclusion reached from this experiment could be this: If we do not have a moment to stop and listen to one of the best musicians in the world, playing some of the finest music ever written, with one of the most beautiful instruments ever made... How many other things are we missing? So. Don’t get too worried about taking in all this presentation content into your teaching practice immediately. Smell the roses and enjoy life. Measure any progress in your professional learning not against your peers but against how far you have come in your own learning journey. Start small. Find something you enjoy. If you can find something appropriate and suitable in content and age level bring that to the class. The greatest journeys in life start with a single small step. Quite often though, the first step is often the most difficult. Please don’t read this story!! No! … Oh all right go ahead but think carefully about it.

Metro Station Washington on a cold January morning. The man with a violin played six Bach pieces for about 45 minutes. During that time approx. two thousand people went through the station, most of them on their way to work. After three minutes a middle aged man noticed there was a musician playing. He slowed his pace and stopped for a few seconds and then hurried to meet his schedule. 4 minutes later: The violinist received his first dollar: a woman threw the money in the hat and, without stopping, continued to walk. 6 minutes: A young man leaned against the wall to listen to him, then looked at his watch and started to walk again. 10 minutes: A three-year old boy stopped but his mother tugged him along hurriedly. The kid stopped to look at the violinist again, but the mother pushed hard and the child continued to walk, turning his head all the time. This action was repeated by several other children. Every parent, without exception, forced their children to move on quickly. 45 minutes: The musician played continuously. Only six people stopped and listened for a short while. About 20 gave money but continued to walk at their normal pace... The man collected a total of $32. 1 hour: He finished playing and silence took over. No one noticed. No one applauded, nor was there any recognition. No one knew this, but the violinist was Joshua Bell, one of the greatest musicians in the world. He played one of the most intricate pieces ever written, with a violin valued at $3.5 million dollars. Two days before Joshua Bell sold out a theatre in Boston where the seats averaged $200.

This is a true story. Joshua Bell playing incognito in the metro station was organized by the Washington Post as part of a social experiment about perception, taste and people's priorities. The questions raised: in a common place environment at an inappropriate hour, do we perceive beauty? Do we stop to appreciate it? Do we recognize talent in an unexpected context? One conclusion reached from this experiment could be this: If we do not have a moment to stop and listen to one of the best musicians in the world, playing some of the finest music ever written, with one of the most beautiful instruments ever made... How many other things are we missing?

So. Don’t get too worried about taking in all this presentation content into your teaching practice immediately. Smell the roses and enjoy life. Measure any progress in your professional learning not against your peers but against how far you have come in your own learning journey. Start small. Find something you enjoy. If you can find something appropriate and suitable in content and age level bring that to the class. The greatest journeys in life start with a single small step. Quite often though, the first step is often the most difficult.