Teaching Students “In” and “On”Today’s Information Environment            Lauren Pressley     Head of Instruction, ZSR Lib...
Agenda1.   Academic Libraries2.   Library Instruction3.   Taking LIB100 Online4.   The Online Class5.   Student Reactions
Agenda1.   Academic Libraries2.   Library Instruction3.   Taking LIB100 Online4.   The Online Class5.   Student Reactions
who we are | what we do | why we’re hereACADEMIC LIBRARIES
Libraries
THINK BACK ON YOUR LIBRARY EXPERIENCEelementary school
THINK BACK ON YOUR LIBRARY EXPERIENCEhigh school
THINK BACK ON YOUR LIBRARY EXPERIENCEcollege
THINK BACK ON YOUR LIBRARY EXPERIENCEcomplex systems
THINK BACK ON YOUR LIBRARY EXPERIENCEspecialized technologies
THINK BACK ON YOUR LIBRARY EXPERIENCEmaybe, even, at ZSR!
THINK BACK ON YOUR LIBRARY EXPERIENCEas libraries change, what remains?
ManyChanges
SCARCITYthere were few resources; getting information was a challenge
ABUNDANCEnow there are many; finding the best is a challenge
LOCATING INFORMATIONwe helped people navigate complex systems
EVALUATINGnow, with so much information, we also help evaluate
ACQUIRING INFORMATIONwe helped people get what they found
USING INFORMATIONnow we help them use that information to build something
CoreValues
PRESERVATIONthis is what we were
PRESERVATIONthis is what we are
ACCESSthis is what we were
ACCESSthis is what we are
USING INFORMATIONthis is what we were
USING INFORMATIONthis is what we are
Deeply tied tothe researchand instructionmission of theuniversity.
Deeply tied tothe researchand instructionmission of theuniversity.
Deeply tied tothe researchand instructionmission of theuniversity.
WE DO THAT BYdigitizing and keeping things
WE DO THAT BYthinking of new ways to store and creating new ways to access info
WE DO THAT BYteaching people to navigate the information environment
Agenda1.   Academic Libraries2.   Library Instruction3.   Taking LIB100 Online4.   The Online Class5.   Student Reactions
Agenda1.   Academic Libraries2.   Library Instruction3.   Taking LIB100 Online4.   The Online Class5.   Student Reactions
how we teach | LIB100 | what we teachLIBRARY INSTRUCTION
InformationLiteracy
InformationLiteracy     find | retrieve | analyze | use                         information
Allacademiclibrariesteach this.
WE DO THAT BYteaching people to navigate the information environment
ALL ACADEMIC LIBRARIES DO THIS:one-shot sessions
ALL ACADEMIC LIBRARIES DO THIS:workshops
ALL ACADEMIC LIBRARIES DO THIS:web-based tutorials
WFU goesfurther withLIB100/200
LIB100
WE TEACHlibrary research
WE TEACHweb research
WE TEACHinformation ethics
WE TEACHbibliographic management tools
WE TEACHthe changing information environment
WE TEACHthat librarians are helpful!!
guidingprinciplesof theprogram
GUIDING PRINCIPLESservice to the university
GUIDING PRINCIPLESeach library faculty member creates their own class
GUIDING PRINCIPLESour mission
Agenda1.   Academic Libraries2.   Library Instruction3.   Taking LIB100 Online4.   The Online Class5.   Student Reactions
Agenda1.   Academic Libraries2.   Library Instruction3.   Taking LIB100 Online4.   The Online Class5.   Student Reactions
timing | expertise | helping our students succeedTAKING LIB100 ONLINE
OUR SPIRITcreativity in how we serve our students and community
CHANGING IN RESPONSE TOtechnology exposure
CHANGING IN RESPONSE TOhighly scheduled students
CHANGING IN RESPONSE TOfast-paced daily life
CHANGING IN RESPONSE TOpersonal preferences
HelpingStudentsSucceed
HELPING STUDENTS SUCCEEDusing online technologies
HELPING STUDENTS SUCCEEDif they have to leave campus for a semester
HELPING STUDENTS SUCCEEDwhen they study abroad
HELPING STUDENTS SUCCEEDif they need the class but can’t fit it in their schedule
HELPING STUDENTS SUCCEEDprepare for graduate school or the career world
the timing was right
the timing was right Strategic Planning Committeeon Innovation in Technology and           Information
the timing was right Strategic Planning Committeeon Innovation in Technology and           Informationstaffingadjustments
the timing was right Strategic Planning Committeeon Innovation in Technology and           Informationstaffing          qu...
why I taught lib100 online
why I taught lib100 online   had taken online classes
why I taught lib100 online     had taken online classesvery familiar with     content
why I taught lib100 online    had taken online classesvery familiar with    regularly     content       redesign course
why I taught lib100 online    had taken online classesvery familiar with    regularly     content       redesign course In...
why I taught lib100 online    had taken online classesvery familiar with    regularly     content       redesign course In...
LIB100as a test-bed for online learning at WFU
We explored whathappens when we take
We explored whathappens when we take   the values of WFU
We explored what happens when we take        the values of WFUan instructor witha background inteaching andpedagogy
We explored what happens when we take        the values of WFUan instructor with   ana background in      understanding of...
& used those qualities in designing a course        the values of WFUan instructor with   ana background in      understan...
Agenda1.   Academic Libraries2.   Library Instruction3.   Taking LIB100 Online4.   The Online Class5.   Student Reactions
Agenda1.   Academic Libraries2.   Library Instruction3.   Taking LIB100 Online4.   The Online Class5.   Student Reactions
what it looked like | how it workedTHE ONLINE CLASS
BeforeClassBegan
PLANNINGlearning outcomes, assessment, curriculum mapping
EASY TO USE TOOLSGoogle Sites
EASY TO USE TOOLSGoogle Calendar
EASY TO USE TOOLSvideo
EASY TO USE TOOLSGoogle Docs
EASY TO USE TOOLSMeebo and Google +
EASY TO USE TOOLSSakai
OnceClassTookPlace
THE FRAMEWORKfull participation, not just reading
THE FRAMEWORKassignments and classwork to target multiple learning styles
THE FRAMEWORKsignificant opportunity for student/faculty engagement
THE “CLASSROOM”overview and explanation of course
THE “CLASSROOM”walkthrough of a day in the life
THE ASSESSMENTrequirements of class participation
THE ASSESSMENTassignments
THE ASSESSMENTguaranteeing student attendance
THE ASSESSMENTassessment of learning
THE ASSESSMENTFinal projects
Agenda1.   Academic Libraries2.   Library Instruction3.   Taking LIB100 Online4.   The Online Class5.   Student Reactions
Agenda1.   Academic Libraries2.   Library Instruction3.   Taking LIB100 Online4.   The Online Class5.   Student Reactions
before | during | after | reflectionsSTUDENT REACTIONS
SAMPLE WORKpersonal page and assignments
FOLLOW UPin person, email, and chat
SurveyResults
SURVEY RESULTSwould you do it again?
SURVEY RESULTStime required and student expectations
FINDINGSit’s the same course, but entirely redesigned
FINDINGSgood teaching takes time
FINDINGScritical to keep up for both students and instructor
FINDINGSmust schedule class time, office hours, and grading time
FINDINGScommunication will expand to fill time available
FINDINGSdetailed records are time consuming but necessary
WORTH ITbetter relationships with students
WORTH ITbetter learning took place
WORTH ITmore of a tutor/student model
WORTH ITa student’s response
Image Credits 1/3The Clementine Kendrick Burns School by brentdanley athttp://www.flickr.com/photos/brentdanley/1269924369...
Image Credits 2/3Archives: Closed Stacks by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/6687440437LIB100 Class b...
Image Credits 3/3Online test= open cheat! by Jared Stein at http://www.flickr.com/photos/5tein/2348649408Sickly by Jen Gal...
QUESTIONS? COMMENTS?
Teaching Students "In" and "On" Today's Information Environment
Teaching Students "In" and "On" Today's Information Environment
Teaching Students "In" and "On" Today's Information Environment
Upcoming SlideShare
Loading in...5
×

Teaching Students "In" and "On" Today's Information Environment

2,039

Published on

This is a presentation I gave to the College Board of Visitors. I also gave a modified version of this talk to some of the College faculty, and a much shorter version as part of a panel at Lilly South 2012.

Published in: Education
2 Comments
2 Likes
Statistics
Notes
No Downloads
Views
Total Views
2,039
On Slideshare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
0
Comments
2
Likes
2
Embeds 0
No embeds

No notes for slide
  • And what to do with it
  • Something near and dear to my own heart
  • is a fancy term for being able to find information and use itUltimately, information literate people are those who have learned how to learn. They know how to learn because they know how knowledge is organized, how to find information, and how to use information in such a way that others can learn from them. They are people prepared for lifelong learning, because they can always find the information needed for any task or decision at hand.”
  • is a fancy term for being able to find information and use itUltimately, information literate people are those who have learned how to learn. They know how to learn because they know how knowledge is organized, how to find information, and how to use information in such a way that others can learn from them. They are people prepared for lifelong learning, because they can always find the information needed for any task or decision at hand.”
  • And what to do with it
  • And what to do with it
  • And what to do with it
  • And what to do with it
  • One-credit class about how to do research and use it
  • Not meant to be radical
  • Not meant to be radical
  • Not meant to be radical
  • Not meant to be radical
  • Not meant to be radical
  • Not meant to be radical
  • Not meant to be radical
  • Not meant to be radical
  • Not meant to be radical
  • Not meant to be radical
  • Allowed us to explore, in a safe , one-credit elective, what good online education would look like when done in a “Wake Forest Way”
  • We explored what happens when we take an instructor who has a background in teaching and pedagogy, the values of WFU, and an understanding of technology tools, and used those qualities in designing a course
  • We explored what happens when we take an instructor who has a background in teaching and pedagogy, the values of WFU, and an understanding of technology tools, and used those qualities in designing a course
  • We explored what happens when we take an instructor who has a background in teaching and pedagogy, the values of WFU, and an understanding of technology tools, and used those qualities in designing a course
  • We explored what happens when we take an instructor who has a background in teaching and pedagogy, the values of WFU, and an understanding of technology tools, and used those qualities in designing a course
  • We explored what happens when we take an instructor who has a background in teaching and pedagogy, the values of WFU, and an understanding of technology tools, and used those qualities in designing a course
  • active/reflective, sensing/intuitive, visual/verbal, sequential/global
  • active/reflective, sensing/intuitive, visual/verbal, sequential/global
  • active/reflective, sensing/intuitive, visual/verbal, sequential/global
  • active/reflective, sensing/intuitive, visual/verbal, sequential/global
  • example
  • example
  • example
  • example
  • example
  • Relationships: I know each of these students better than I knew the most vocal students in face-to-face classes
  • Knowledge of learning process: I am aware of exactly what each student knows and where they need to go.
  • More feedback: Students get feedback at least twice a week.Engaged participants: I have met individually with more of these students at this point than I would have during a face-to-face semester.
  • Transcript of "Teaching Students "In" and "On" Today's Information Environment"

    1. 1. Teaching Students “In” and “On”Today’s Information Environment Lauren Pressley Head of Instruction, ZSR Library
    2. 2. Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
    3. 3. Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
    4. 4. who we are | what we do | why we’re hereACADEMIC LIBRARIES
    5. 5. Libraries
    6. 6. THINK BACK ON YOUR LIBRARY EXPERIENCEelementary school
    7. 7. THINK BACK ON YOUR LIBRARY EXPERIENCEhigh school
    8. 8. THINK BACK ON YOUR LIBRARY EXPERIENCEcollege
    9. 9. THINK BACK ON YOUR LIBRARY EXPERIENCEcomplex systems
    10. 10. THINK BACK ON YOUR LIBRARY EXPERIENCEspecialized technologies
    11. 11. THINK BACK ON YOUR LIBRARY EXPERIENCEmaybe, even, at ZSR!
    12. 12. THINK BACK ON YOUR LIBRARY EXPERIENCEas libraries change, what remains?
    13. 13. ManyChanges
    14. 14. SCARCITYthere were few resources; getting information was a challenge
    15. 15. ABUNDANCEnow there are many; finding the best is a challenge
    16. 16. LOCATING INFORMATIONwe helped people navigate complex systems
    17. 17. EVALUATINGnow, with so much information, we also help evaluate
    18. 18. ACQUIRING INFORMATIONwe helped people get what they found
    19. 19. USING INFORMATIONnow we help them use that information to build something
    20. 20. CoreValues
    21. 21. PRESERVATIONthis is what we were
    22. 22. PRESERVATIONthis is what we are
    23. 23. ACCESSthis is what we were
    24. 24. ACCESSthis is what we are
    25. 25. USING INFORMATIONthis is what we were
    26. 26. USING INFORMATIONthis is what we are
    27. 27. Deeply tied tothe researchand instructionmission of theuniversity.
    28. 28. Deeply tied tothe researchand instructionmission of theuniversity.
    29. 29. Deeply tied tothe researchand instructionmission of theuniversity.
    30. 30. WE DO THAT BYdigitizing and keeping things
    31. 31. WE DO THAT BYthinking of new ways to store and creating new ways to access info
    32. 32. WE DO THAT BYteaching people to navigate the information environment
    33. 33. Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
    34. 34. Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
    35. 35. how we teach | LIB100 | what we teachLIBRARY INSTRUCTION
    36. 36. InformationLiteracy
    37. 37. InformationLiteracy find | retrieve | analyze | use information
    38. 38. Allacademiclibrariesteach this.
    39. 39. WE DO THAT BYteaching people to navigate the information environment
    40. 40. ALL ACADEMIC LIBRARIES DO THIS:one-shot sessions
    41. 41. ALL ACADEMIC LIBRARIES DO THIS:workshops
    42. 42. ALL ACADEMIC LIBRARIES DO THIS:web-based tutorials
    43. 43. WFU goesfurther withLIB100/200
    44. 44. LIB100
    45. 45. WE TEACHlibrary research
    46. 46. WE TEACHweb research
    47. 47. WE TEACHinformation ethics
    48. 48. WE TEACHbibliographic management tools
    49. 49. WE TEACHthe changing information environment
    50. 50. WE TEACHthat librarians are helpful!!
    51. 51. guidingprinciplesof theprogram
    52. 52. GUIDING PRINCIPLESservice to the university
    53. 53. GUIDING PRINCIPLESeach library faculty member creates their own class
    54. 54. GUIDING PRINCIPLESour mission
    55. 55. Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
    56. 56. Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
    57. 57. timing | expertise | helping our students succeedTAKING LIB100 ONLINE
    58. 58. OUR SPIRITcreativity in how we serve our students and community
    59. 59. CHANGING IN RESPONSE TOtechnology exposure
    60. 60. CHANGING IN RESPONSE TOhighly scheduled students
    61. 61. CHANGING IN RESPONSE TOfast-paced daily life
    62. 62. CHANGING IN RESPONSE TOpersonal preferences
    63. 63. HelpingStudentsSucceed
    64. 64. HELPING STUDENTS SUCCEEDusing online technologies
    65. 65. HELPING STUDENTS SUCCEEDif they have to leave campus for a semester
    66. 66. HELPING STUDENTS SUCCEEDwhen they study abroad
    67. 67. HELPING STUDENTS SUCCEEDif they need the class but can’t fit it in their schedule
    68. 68. HELPING STUDENTS SUCCEEDprepare for graduate school or the career world
    69. 69. the timing was right
    70. 70. the timing was right Strategic Planning Committeeon Innovation in Technology and Information
    71. 71. the timing was right Strategic Planning Committeeon Innovation in Technology and Informationstaffingadjustments
    72. 72. the timing was right Strategic Planning Committeeon Innovation in Technology and Informationstaffing qualifiedadjustments instructor
    73. 73. why I taught lib100 online
    74. 74. why I taught lib100 online had taken online classes
    75. 75. why I taught lib100 online had taken online classesvery familiar with content
    76. 76. why I taught lib100 online had taken online classesvery familiar with regularly content redesign course
    77. 77. why I taught lib100 online had taken online classesvery familiar with regularly content redesign course InstructionalDesign trainingand expertise
    78. 78. why I taught lib100 online had taken online classesvery familiar with regularly content redesign course Instructional instructionalDesign training technologyand expertise expertise
    79. 79. LIB100as a test-bed for online learning at WFU
    80. 80. We explored whathappens when we take
    81. 81. We explored whathappens when we take the values of WFU
    82. 82. We explored what happens when we take the values of WFUan instructor witha background inteaching andpedagogy
    83. 83. We explored what happens when we take the values of WFUan instructor with ana background in understanding ofteaching and tools forpedagogy instructional technology
    84. 84. & used those qualities in designing a course the values of WFUan instructor with ana background in understanding ofteaching and tools forpedagogy instructional technology
    85. 85. Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
    86. 86. Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
    87. 87. what it looked like | how it workedTHE ONLINE CLASS
    88. 88. BeforeClassBegan
    89. 89. PLANNINGlearning outcomes, assessment, curriculum mapping
    90. 90. EASY TO USE TOOLSGoogle Sites
    91. 91. EASY TO USE TOOLSGoogle Calendar
    92. 92. EASY TO USE TOOLSvideo
    93. 93. EASY TO USE TOOLSGoogle Docs
    94. 94. EASY TO USE TOOLSMeebo and Google +
    95. 95. EASY TO USE TOOLSSakai
    96. 96. OnceClassTookPlace
    97. 97. THE FRAMEWORKfull participation, not just reading
    98. 98. THE FRAMEWORKassignments and classwork to target multiple learning styles
    99. 99. THE FRAMEWORKsignificant opportunity for student/faculty engagement
    100. 100. THE “CLASSROOM”overview and explanation of course
    101. 101. THE “CLASSROOM”walkthrough of a day in the life
    102. 102. THE ASSESSMENTrequirements of class participation
    103. 103. THE ASSESSMENTassignments
    104. 104. THE ASSESSMENTguaranteeing student attendance
    105. 105. THE ASSESSMENTassessment of learning
    106. 106. THE ASSESSMENTFinal projects
    107. 107. Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
    108. 108. Agenda1. Academic Libraries2. Library Instruction3. Taking LIB100 Online4. The Online Class5. Student Reactions
    109. 109. before | during | after | reflectionsSTUDENT REACTIONS
    110. 110. SAMPLE WORKpersonal page and assignments
    111. 111. FOLLOW UPin person, email, and chat
    112. 112. SurveyResults
    113. 113. SURVEY RESULTSwould you do it again?
    114. 114. SURVEY RESULTStime required and student expectations
    115. 115. FINDINGSit’s the same course, but entirely redesigned
    116. 116. FINDINGSgood teaching takes time
    117. 117. FINDINGScritical to keep up for both students and instructor
    118. 118. FINDINGSmust schedule class time, office hours, and grading time
    119. 119. FINDINGScommunication will expand to fill time available
    120. 120. FINDINGSdetailed records are time consuming but necessary
    121. 121. WORTH ITbetter relationships with students
    122. 122. WORTH ITbetter learning took place
    123. 123. WORTH ITmore of a tutor/student model
    124. 124. WORTH ITa student’s response
    125. 125. Image Credits 1/3The Clementine Kendrick Burns School by brentdanley athttp://www.flickr.com/photos/brentdanley/1269924369King George School by daryl_mitchell at http://www.flickr.com/photos/daryl_mitchell/255315999library books by timetrax23 at http://www.flickr.com/photos/timetrax/376152628The card catalog... by dfulmer at http://www.flickr.com/photos/annarbor/4350627292How I Spend Free Time by urbanoasis at http://www.flickr.com/photos/urbanoasis/2214921967ZSR Library Research Services by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/5388469323Question mark in Esbjerg by alexanderdrachmann at http://www.flickr.com/photos/drachmann/327122302i by mag3737 at http://www.flickr.com/photos/mag3737/3048932335C is for Cookie by AMagill at http://www.flickr.com/photos/amagill/34754258Cookie Porn by natesgirl at http://www.flickr.com/photos/joygant/3323214649We begin by charting a course by Dunechaser at http://www.flickr.com/photos/dunechaser/1721982928the pilt p-500 by Mr. Wright at http://www.flickr.com/photos/40954787@N00/7283732Apple Picking by amiefedora at http://www.flickr.com/photos/amiefedora/3924847124Please Pass The Pie by Poppy Wright at http://www.flickr.com/photos/poppywright/406081608CITHARA SANCTORUM by benchilada at http://www.flickr.com/photos/benchilada/5555053074Giltching Screen 3 by Thoth, God of Knowledge at http://www.flickr.com/photos/thoth-god/4255394730#66/365 by crumpart at http://www.flickr.com/photos/crumpart/3337159791MacBook Connections by William Hook at http://www.flickr.com/photos/williamhook/2981325027/Day Three Hundred and Fourteen by orbandomonkos.hu at http://www.flickr.com/photos/euouae/640221710732-365-01-04-11 by malloreigh at http://www.flickr.com/photos/malloreigh/5580160943
    126. 126. Image Credits 2/3Archives: Closed Stacks by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/6687440437LIB100 Class by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/6352508028IKBLC Groups Study 39 by UBC Library at http://www.flickr.com/photos/ubclibrary/2702151942Giz Leads Graduate Student ThinkPad Orientation by zsrlibrary athttp://www.flickr.com/photos/zsrlibrary/4924795497Accounting 111: "allowance for Doubtful Accounts" Assignment by zsrlibrary athttp://www.flickr.com/photos/zsrlibrary/4119790443Bookshelves by Ole Begemann at http://www.flickr.com/photos/ole/4118111240No Denial by Don Solo at http://www.flickr.com/photos/donsolo/2462966749Mendeley in the Graduate Seminar by Christopher Long athttp://www.flickr.com/photos/45298653@N00/6723885889Valentines Day 2011 by Yahoo! Blog at http://www.flickr.com/photos/yodelanecdotal/6385145183Mary Beth: Service with a Smile by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/5455164218Library Faculty in the Procession by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/5455182156ZSR Lobby View by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/5358115872Giz Asks! by zsrlibrary at http://www.flickr.com/photos/zsrlibrary/4934656564Mini Teleconference Kit by Nicolas Fleury at http://www.flickr.com/photos/45468830@N07/5425462950/Someones Lost Schedule Book by Alfonso Surroca at http://www.flickr.com/photos/88723106@N00/51024419/"When speed gets in the blood, one must drive to life..." by Jerry Charlotte Miller athttp://www.flickr.com/photos/23961199@N05/3051019058/Coffee and a Book by Rebecca Krebs at http://www.flickr.com/photos/12590212@N07/5351528081/
    127. 127. Image Credits 3/3Online test= open cheat! by Jared Stein at http://www.flickr.com/photos/5tein/2348649408Sickly by Jen Gallardo at http://www.flickr.com/photos/40198520@N00/5264828063/"Puedo Viajar Sin Nada..." by John Perivolaris at http://www.flickr.com/photos/dr_john2005/3077572730/128 by NickB_Rock at http://www.flickr.com/photos/nickbrokalakis/4315562106Going somewhere? by Mark Kidsley at http://www.flickr.com/photos/markkidsley/3695711792Laboratory by tk-link at http://www.flickr.com/photos/tk-link/2575598759Before & After: The Vanity by Taylor McConnell at http://www.flickr.com/photos/taylormcconnell/4883604846Chau numero tres by Xava du at http://www.flickr.com/photos/7933170@N03/652332630/2010 TRAC 10K by Sangudo at http://www.flickr.com/photos/sangudo/4680385538Journal by Helena at http://www.flickr.com/photos/52889837@N00/12887050572:20 by Chris Jagers at http://www.flickr.com/photos/33989236@N00/6215291763/Instruments of Torture Cropped by Angela http://www.flickr.com/photos/60329741@N00/2238851942/
    128. 128. QUESTIONS? COMMENTS?

    ×