North Korean Kim Jong-Il died

I heard the North Korean director Kim Jong-Il died last night - it's a breaking news during the late news program. It was also predicted that the director's youngest son, Kim Jong-Un would be his successor. Kim Jong-Un was educated in Switzerland. I was so angry when I read the few lines of intrioduction. So while most people in North Krean are suffering from starvation and deprived from going to school, Kim Jong-Un enjoyed his life in Switzerland and had a good education over there. I was devastated when I saw Kim Jong-Un's overweight photos on the new ...  I was so sick in my stomach.

Life is surely not fair. But the contrast of the picture of the starving North Korean children and the well-fed Kim Jong-Un photos just makes me angry and keep asking, "why? why?".

Chinese Children Books and dragon

The semester is officially over! - now I am studying the Asian American children books, especially the picture books. I instantly realize that dragon is a common animal in Chinese legenary stories. Yet most Chinese culture picture books at the local public library are Chinese New yYear or Mid-Autumn Harvest Festival.

Useful APA style websites...

APA style: http://www.apastyle.org/

KU writing center: http://www.writing.ku.edu/~writing/guides/APA.shtml

Purdue University Writing Lab: http://owl.english.purdue.edu/owl/resource/560/18/

Among these three website, I personally found that the Purdue Owl is the most useful one.

Try it and make yuor own judgement.

it's official...

The Iraq War is over! FINALLY... after 10 years long of war, American soldiers are now leaving Iraq.
Thank you, Mr President Obama.

Self-assessment for class participation

It is the first time in my graduate school experience that professor asked us to submit a self-assessment for class participation.

When we talk about class participation, we refer to the discussion in the class. Yet, in my opinion, class participation should not be defined or limited to class verbal discussion; all the non-verbal activities in the course should be included such as readings, assignments, chats, and students' individual blogs. Those non-verbal dialogs among students and instructors are the vital elements of learning communications. When assessing an individual's class participation for a course, all the verbal and non-verbal participation should be included. 

Shooting at Virginia Tech AGAIN?

On mhy way to work this evening, I heard from NPR that there was a shooting at Virginia tech University. Two people were dead. Another deadly shooting at Virginia Tech? My heart was just dropped and could not believe what I just heard form the NPR reporter.

It brought back all the bad memory of the 2007 shooting on the same campus.

Sociocultural Theory of Motivation - one of my interesting assignments at iSchool

VARIABLES
Motivation theories that focus strongly on context are often described as sociocultural theories of motivation (Hickey, [n.d.]). Sociocultural views of learning and motivation are social in nature (McInerney et al, p., 3), emphasizing the interdependence of social and the individual's genetic inheritance in the construction of knowledge (John-Steiner & Mahn, 1996, p. 191).

DOMAINS:
Educational Psychology, Human Development and Learning, Situate Theory, Sociohistoric Context, Zone of Proximal Development (ZPD), More Knowledge Other (MKO), Cognitive Development Theories, Engaged Participation

DEVELOPERS:
Socio-cultural theory was first systematized and applied by Lev Vygotsky (1896-1934) and his collaborators (Leontiev, A., Luria, A., Rubinstein, S., and Bakhtin, M.) in Russia in the 1920s and 1930s (McInerney, 2011, p. 3). They addressed how history and society influenced the way that humans develop and learn. Their work was not accessible and did not gain recognition until the 1950s and early 1960s. The influence of this theory began after Vygotsky's earlier works were translated into English in 1978 (John-Steiner & Mahn, 1996, p. 192).

BACKGROUND AND SOCIOCULTURALK THEORIES:
Sociocultural contexts in motivation and education reflect the influence of VyGotsky. Yet, the interpretations and expansions in the recent years have led to diverse perspectives on socio-cultural theory (Ibid):
(1) Sociohistoric context: Sivan (1986) proposed that individual goals and values that motivate learning originate in sociohistoric context.
(2) Situational interest: Weiner (1990), Hidi & Anderson (1992), Naehr & Ointrich (1995), and Bandura (2000) increased concern with classroom and cultural contexts, focusing on the ways that classroom context, ethnicity, and culture influenced goals, efficacy, and interests. The implication of this trend for teachers was that their students' motivation was much more influenced by classroom and sociocultural context.
(3) Adaptive learning and co-regulated learning: McCaslin & Murdock (1991) and McCaslin & Good (1996) studied social and instructional environments found in the home and classroom, addressing that motivation begins with the classroom and home rather than the individual.
(4) Social context: Other socio-cultural studies such as Yowell & Smylie (1999), Turner & Meyer (2000), Järvelä & Salovaara (2004), and Nolen (2007) focused on the relationships that students had with other participants (students) in the classroom and cultural context. Their studies identified the source of motivation as the relationships that students developed. This included relationships with school activities and other participants in school learning. Therefore, motivating classroom learners meant helping them coordinate the goals implied by a range of different relationships, and recognizing that some of the goals will conflict with other goals. Teachers need to help students learn to negotiate worthwhile goals for themselves and their classmates (Hickey, [n.d.]).
(5) Situative theories of cognitive: These theories assume that knowledge originates in social interaction and cultural activity and are distributed across tools, technologies, and social rituals that human cultures construct to let them work together. Knowledge and meaning are primarily rooted in the actual collective experiences people have in the world. Gee (2004) addressed that students' learning is strongly attached to their participation in the construction of situated knowledge in socially meaningful activity.
(6) Engaged participation: Hickey (2003) applied the sociocultural assumption that knowledge resides in contexts of its use to the study of achievement motivation. He used this participatory view of knowing and learning to define a stridently sociocultural approach to "motivation-in-context." (p. 401)
(7) Constructivist theory suggests one should attend to the learning and mental representations of the individual while sociocultural theory is more concerned with the ways in which learning is an act of enculturation (Piaget, 1955).
(8) More Knowledgeable Other (MKO:): MKO refers to anyone who has a better understanding or a higher quality ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO can be peers, a younger person, or even computers (Wertsch & Sohmer, 1995).
(9) Zone of Proximal Development (ZPD): Vygotsky's definition states that the ZPD is the difference between what a person can achieve when acting alone and what the same person can accomplish when acting with support from someone else and/or cultural artifacts (Vygosky, 1978, p. 86; Lantolf, 2000, p. 17). Sociocultural theorists expanded the concept of ZPD and conceptualized learning as distributed (Cole & Engestrom, 1993), interactive (Chang-Wells & Wells, 1993), contextual (John-Steiner, Panofsky & Smith, 1994), and the result of the learners' participation in a community of practice (Rogoff, 1994). Lantolf concluded that teaching in the ZPD means developing sensitivity to students' current abilities and their potential development (Lantolf, 2000, p. 25).

THE IMPLICATIONS OF SOCIOCULTURAL THEORY
According to Tharp & Gallimore (1988), the view of sociocultural theory "has profound implications for teaching, schooling, and education. A key feature of this emergent view of human development is that higher order functions develop out of social interaction" (pp. 6-7). It is no surprise that most sociocultural theory researchers have drawn heavily from learners and education. Here are some of the educational implications of the sociocultural perspective:
(1) Sociocultural theory and L2 learning motivation: For instance, Kim (2005) focused on Korean adult ESL students' learning motivation from a Vygotskian sociocultural theory perspective. Additionally, the Center for Language Acquisition at the Pennsylvania State University provides a complete list of sociocultural theory and a L2 learning bibliography, which can be accessed via http://language.la.psu.edu/Sociocultural_Theory_Biblio.pdf
(2) Sociocultural aspects and web-based inquiry learning environment: Furberg, A. (2009) demonstrated the value of the sociocultural theory for gaining a better understanding of students' engagement with web-based learning environments.
(3) Sociocultural perspective and e-learning: Remtulla (2008) focused on social theory and its relationship with a socio-culturally engaged look at e-learning for workplace and pedagogy.
(4) Instructional practice: Lee (2007) argued that sociocultural theory advances instructional practice and helps teachers understand the situational specificity of literacy practice.
(5) According to Scott ([n.d.]), "the sociocultural theory has been taken into consideration in the design of online distance education technologies. Research on the social context of learning has provided ample evidence that traditional teacher-centered approaches would be inappropriate in an online setting. Brigham Young University (BYU), a large provider of accredited online distance education in the United States, has adopted a model of online distance learning that is designed with sociocultural theory in mind."
(6) Improving individual motivation: Hickey (2011) focused on sociocultural contexts on the regulation of learning. In this article, he summarized a decade of efforts to consider the implications of contextual theories of cognition for fostering motivation and introduced an emerging participatory vies of learning (McInerney, 2011, p. 138).
(7)Teacher education: Wells, G. (2011) applied the sociocultural perspective to motive and motivation in learning to teach. He addressed that the applications of the sociocultural theory enable prospective teachers "to appropriate and sustain the motivation to bring about a change in the motive of public education" (McInerney, 2011, p. 105)
(8) Learning as identity construction: Vadeboncoeur, Vellos & Goessling (2011) advanced "identity construction as one process that, together with the construction of knowledge and values, defines a sociocultural perspective on learning" (McInerney, 2011, p. 224).

RELATIONSHIP IN OTHER THEORIES
The work of sociocultural theory is to explain how individual's learning is related to cultural, institutional, and historical context (Scott, [n.d.]); hence the focus of the sociocultural theories of motivation is related to human development and learning. Recently, researchers have widely applied the theories to learning, particularly in education with differential interpretation. From this perspective, the sociocultural theories of motivation, in many ways are related to other learner's motivation theories such as:
• ARCS Model of Motivation
• Goal setting theory
• Maslow's social need theory of motivation: as it refers to the social needs

OTHER FINDINGS AND IMPLICATIONS:
• Sociocultural approaches to conceptual change learning, Sainsbury & Walker (2011)
• The significance of sociocultural context in influencing how students make meaning of their educational experiences (Bempehat, J. et al, 2011)
• Future direction and needed research of sociocultural theories (Schoen, 2011)


REFERENCES:

Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75-78.

Bempechat, J., Mirny, A., Li J., Wenk, K.A., & Holloway, S.D. (2011). Learning together: The educational experiences of adolescents in Moscow (pp. 283-307). In D.M. McInerney, Walker, R.A., & Liem, G. (eds). Sociocultural theories of learning and motivation: Looking back, looking forward. Charlotte, NC: Information Age Publishing Inc.

Center for Language Acquisition at the Pennsylvania State University (2011). Sociocultural theory & L2 learning bibliography. Retrieved November 24, 2011 from http://language.la.psu.edu/Sociocultural_Theory_Biblio.pdf

Chang-Wells, G. L. M., & Wells, G. (1993). Dynamics of discourse: Literacy and the construction of knowledge. In E. A. Forman, N. Minick & C. A. Stone (eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 58-90). New York, NY: Oxford University Press.

Cole, M., & Engestrom, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomom (ed.), Distributed cognitions: Psychological considerations (pp. 1-46). New York, NY: Cambridge University Press.

Furberg, A. (2009). Socio-cultural aspects of prompting student reflection in web-based inquiry learning environments. Journal of Computer Assisted Learning, 25(4), 397-409.

Gee, J. P. (2004). Situated learning and language: A critique of traditional schooling. London: Routledge.

Hickey, D.T. (n.d.). Sociocultural theories of motivation. Retrieved September 1, 2011 from http://www.education.com/reference/article/sociocultural-theories-of-motivation/

Hickey, D.T. (2003). Engaged participation versus marginal nonparticipation: A stridently sociocultural approach to achievement motivation. The Elementary School Journal, 103(4), 401-429.

Hickey, D.T. (2011). Participation by design: Improving individual motivation by looking beyond it (pp. 137-161). In D.M. McInerney, Walker, R.A., & Liem, G. (eds). Sociocultural theories of learning and motivation: Looking back, looking forward. Charlotte, NC: Information Age Publishing Inc.

Hidi, S., & Anderson, R. (1992). Situational interest and its impact on reading and expository writing. In K. A. Renninger, S. Hidi. & A. Krapp (eds.). The role of interest in earning and development (pp. 215-238). Hillsdale, NJ: Erlbaum.

Järvelä, S., & Salovaara, H. (2004). The interplay of motivational goals and cognitive strategies in a new pedagogical culture: A context-oriented and qualitative approach. European Psychologist, 9(4), 232-244.

John-Steiner, V., Panofsky, C. P., & Smith, L.W. (1994). Sociocultural approaches to language and literacy: An interactionist perspective. New York, NY: Cambridge University Press.

John-Steiner, V., & Mahn, H. (1996), Sociocultural approaches to learning and development: a Vygotskian framework. Educational Psychologist, 31(3/4), 191-206.

Kim, T.Y. (2006). L2 learning motivation from a sociocultural theory perspective: Theory, concepts, and empirical evidence. English Teaching, 61(4), 51-78.

Lantolf, J. P. (2000). Sociocultural Theory & Second Language Learning. Oxford, UK: Oxford University Press.

Lee, C. D. (2007). Culture, literacy, and learning: Blooming in the midst of the whirlwind. New York, NY: Teachers College Press.

MaCaslin, M., & Good, T. (1996). The informal curriculum. In D. Berliner & R. Calfee (Eds.), The handbooks of educational psychology (pp. 622-673). New York, NY: MacMillan.

MaCaslin, M., & Murdock, T.B. (1991). The emergent interaction of home and school in the development of adaptive learning. In M. L. Marhr & P. Pintrich (Eds.), Advances in motivation and achievement (pp. 213-259). Greenwich, CT: JAI Press.

Maehr, M.L., & Pintrich, P.R. (Eds.) (1995). Advances in motivation and achievement: Culture, motivation, and achievement. Greenwich, CT: JAI Press.

McInerney, D.M., Walker, R.A., & Liem, G. (2011). Sociocultural theories of learning and motivation: Looking back, looking forward. Hong Kong: Hong Kong Institute of Education.

Nolen, S.B. (2007). Young children's motivation to read and write: Development in social contexts. Cognitive and Instruction, 25(2), 219-270.

Piaget, J. (1955). The child's construction of reality. London, UK: Rutledge and Kegan Paul.

Remtulla, K.A. (2008). A social theory perspective on e-learning. Learning Inquiry, 2(2), 139-149. doi: 10.1007/s11519-008-0032-6

Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture, and Activity, 1, 209-229.

Scott, S. (n.d.). Sociocultural theory. Retrieved November 24, 2011 from http://www.education.com/reference/article/sociocultural-theory/

Sainsbury, E., & Walker, R.A. (2011) The changing face of conceptual change learning: An emerging sociocultural approach (pp. 253-282). In D.M. McInerney, Walker, R.A., & Liem, G. (eds). Sociocultural theories of learning and motivation: Looking back, looking forward. Charlotte, NC: Information Age Publishing Inc.

Schoen, L.T. (2011). Conceptual and methodological issues in sociocultural research and theory development in education (pp. 11-40). In D.M. McInerney, Walker, R.A., & Liem, G. (eds). Sociocultural theories of learning and motivation: Looking back, looking forward. Charlotte, NC: Information Age Publishing Inc.

Sivan, E. (1986). Motivation in social constructivist theory. Educational Psychologist, 21(3/4), 290-233.

Tharp, R.G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge, UK: Cambridge University Press.

Turner, J.C., & Meyer, D. K. (2000). Studying and understanding the instructional contexts of classrooms: Using our past to forge our future. Educational Psychologist, 35(2), 69-85.

Vadeboncoeur, J.A., Vellos, R.E., & Goessling, K.P. (2011). Learning as identity construction: Educational implications of a sociocultural perspective (pp. 223-251). In D.M. McInerney, Walker, R.A., & Liem, G. (eds). Sociocultural theories of learning and motivation: Looking back, looking forward. Charlotte, NC: Information Age Publishing Inc.

Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Weiner, B. (1990). The history of motivation research in education, Journal of Educational Psychology, 82(4), 616-622.

Wells, G. (2011). Motive and motivation in learning to teach (pp. 87-107). In D.M. McInerney, Walker, R.A., & Liem, G. (eds). Sociocultural theories of learning and motivation: Looking back, looking forward. Charlotte, NC: Information Age Publishing Inc.

Wertsch, J. V., & Sohmer, R. (1995). Vygotsky on learning and development. Human Development, 38, 332-337.

Yowell, C. M., & Smylie, M. (1999). Self regulation in democratic communities. The Elementary School Journal, 99(5), 469-490.

Tora! Tora! Tora!

Yesterday marked the 70th anniversary the Japanese troops attacked US Pearl Harbour military base. I am wondering how many young Americans will know this event in American history.

Out of my curosity, I asked a few students who were at the library. None of them knows the Pearl Harbor Attack. But if you asked them whether they heard a movie called "Tora! Tora! Tora!" they all said, "yes! I have watched that movie!"

- :))

The good, the bad, the ugly professors

The semester is almost over. It's time for students to evaluate their professors - the good, the bad, and the ugly. YET ...

I am always wonder whether the feedbacks really will deliver and reach to the professors and the college administration (or even the Academic Dean's desk).

Another good research project...

"Spy" librarian

It is near the end of the Fall semester. The library is crowded with students working on their term papers fiercely. They are very busy in front of the computer, at the same time, they are complaining about their teachers.

Sitting at the Reference Desk in the library, I do not have to ask and know what teachers are on the hot lists among students and what teachers are getting bad evaluation at the end of the classes. Some of those even talked to me about their teachers, bad and good. I have an idea of the faculty members in many ways.

Hack! I accidentally became a "spy librarian."

APA style, please.

It is almost at the end of the semester. It is very common to see students approaching the Desk and ask for help to cite APA style. Of course, the last minute request for assistance.

What surprised me is that those are not the Com 1 or Com 2 students. What did they learn for these two classes?

Another astonished thing I found out is that their teachers not even teach APA style, simply ask thme to go to the library where handouts are provided (????)

We surely need a beeter communication and colloboration between the librarians and the professors next semester.

If you have funding, no problem! You are admiited to the university

To accept full-fee Chinese students is happening at state public university. That's I do not understand. I have seen a student who has a 1.8 GPA and is accepted to pre-medicine major.  And I learn NOT to question about the decision of the admissions office.

I would think that's is a common practice in for profit colleges.

Education for sale! - that's the only thing that U.S. offers for the world.

Chiina is rising

A decade ago, when we talked about the uprising of China, we probably refee to the Chinese products in the merchandise stores. Now the China economy is blooming, creating many "suddenly" middle class. Most of them would send their childrenn to the US colleges.

Working at a university in the Midwest, I can see the "evidence" for that. Our univesity only had 200 Chinese students in the year of 2006; this year we have over 900 Chinese students. In the "od days" most Chinese students came to US Graduate, now most of them are the full-fee undergraduate students.

I have no onbjections that the US college accept Chinese students, if their academic standard are acceptable level. I have seen so many Chinese high school students who has 1.7, or 2,0 GPA (on a 4 scale), still have no problem to be admitted because they show their bank statements and pay the tuition upfront. SOme admissions administrators even express that those students are the main income of the university.

How sad it is? What's wrong with our education system?

The world is changing

I heard from the radio on my way to work this morning.  The news commenators discussed the child poverty in the U.S. It is said that 38% of children were born outside the marrages, compare to 5% in the 1960s.

Followed by the news of the unemployment situation in the U.S. So many professionals forced to leave their career and take on the minimum wages to put food on the table. One of the interviewee expressed that she is 45 years old. It seems that there is no chance for her to go back to her professionals.

A college graduate couldn't find a job and put himself on the billboard in San Francisco area - 6 months passed, there is still no signs that he will land an accountant job - his four years degree in accounting.

We have heard so many similar stories. What's next?... The world is changing.

What is digital literacy?

Researchers have defined and interpreted "digital literacy" in various ways, contributing to inconsistencies in the use of the term. Yet researchers have a general agreement that "digital literacy" is associated with four particular skills:

• Core information competencies for life-long learning;
• An ability to recognize and assess a wide range of information conveyed in the non-textual features;
• Knowledge management; and
• The ability to find, to evaluate, and to make effective use of digital information.

Obviously, there have been many discussions of digital literacy in the literature, however; not too many practical implementations have been addressed, probably, because of the varied interpretations of digital literacy. This position paper is intended to explore the fundamental concept of digital literacy and hopefully lead to a better understanding of what it means in the academic library setting and adopt the ideas to design a digital literacy skills program for non-traditional students.

Difficult professors at Graduate School

I think we all have those professor when we were in Graduate School. But this one ... I am not kidding.

NON RESPONSIVE - It was one of my research methodology class. This Porfessor like to favor - well that's not the problem. The problem was that he seldom response your questions in a timely manner - I mean over a week or so you probably are still waiting for his answers.

There were only a handful of us taking his class - it is a requirement course for the first year doctoral studies. He told us not sned him email messages because that would be too much for him to handle????? And when we submit our assignemnts, NO ATTACHMENTS!

COMMUNICATION PROBLEM - The worst thing he did is that he gave us a new assignment  - a conference poster for the research design course. The poster had to sumbit within two weeks! I do not believe that is a reasonable time. Plus that assignment was not on the syllabus and never discussed during the class sessions.

We were glad when his class was over at the end of semester. - You only can imagine how glad we were!

Unfortunately we all have those types of professor in Graduate School. If you have one like this one, hanging there. It's only one semester with that professor.

Csikszentmihalyi's Flow and Motivation

In his book, Mihaly used: (1) the Chinese philosopher, Chuang Tzu’s way of tao; and (2) a seventy-five year old inhabitant, Serafina Vinon from the tiny hamlet of Pont Trentaz to describe FLOW and its motivation of autotelic workers –positive work attitudes that are derived from intrinsic motivation.

He found that when people say they love what they are doing (job, work); they often engaged in work “wholeheartedly” and find it intrinsically rewarding. Even if jobs or projects are not easy tasks, yet you love what they are doing, you are in the state of FLOW, easily accomplishing the task. That is what Csikszentmihalyi refers to “in a state of FLOW.”

According to Csikszentmihalyi, FLOW is the ultimate self-motivation. When people experience FLOW, they typically are completely engaged, fully focused, are able to exclude distractions from their consciousness and not worry about failure. They are so involved; they have a distorted sense of time.

What ideas can we learn from Csikszentmihalyi’s FLOW theory? He addressed that “work undertaken as a flow activity is the best way to fulfill human potentialities.” (p. 149).

Most people’s jobs are boring and routine; no challenge. In addition, to make the matter worse, they find themselves in constant conflict with supervisors or coworkers, particularly when the communication channels are “shut” and the contributions are not recognized. The daily jobs are pointless, except the paycheck.

In theory, we should choose a career or job that we adore; we would feel content with our life. However, in reality, most of us do not have the “dream job.” The only way you can make your workplace better and tolerable is to make your tasks undertaken as FLOW activities turn your boring routine job into true joy. Love your job create flow in your workplace.

Gaming and Literacy Instructional Class

I have been reading the literature on gaming at the academic libraries. I am amazed how many academic librarians have been offering online literacy instructin through gaming! Honestly, I have not exposed to that subject when I was in library school years ago. If you are interested in this subject, you need to check out this book at yuor library!

Amy Harris and Scott E. Rice (eds.) (2007). Gaming in Academic Libraries: Collections, Marketing, and Information Literacy. Chicago, IL: American Library Association.

Gaming Activities and Motivation

Games and Motivation -
There are two particular articles that I enjoyed this week.

Gee’s (2004) article:
The author described that gaming is a way of learning, especially the “good games,” which he referred to as challenging and complex, which keeps the player motivated spending hours upon hours on the game. In my opinion, this could be considered a form of “addiction.” Dr. Ruth mentioned that a 12-year old can play video games for hours and yet, cannot sit still in a classroom more than 20 minutes. Why? If you ask the 12 year old, he or she simply replies that the games are fun. Fun? It is most likely that the desire to win is the motivator for these young (and old) game players.

Gee expressed that good games have ways of getting players to enjoy their experience while learning. This reminds me of the popular game Monopoly. It is fun in many ways; yet it actually offers players the chance to learn how to manage their “money” and “invest”; requiring that players have knowledge of monetary and business management skills.

In addition to providing learning opportunities for players, in my view, computer gaming has other positive aspects, such as:

• Stimulating the brain: For instance, Chinese chess and Mahjong are designed to stimulate the player’s thinking. In Asian communities, in many ways the noise of playing Mahjong is a ritual. So many Chinese people spend their time on a small square table, chatting and playing. Some Chinese doctors claim that Mahjong helps people who are diagnosed with Alzheimer's disease by decreasing the speed of deterioration because the game requires the players to have systematic thinking and memorization.

• Relaxing and coping with stress from work or school or even escaping from hectic or boring life for a few hours. Like comic books and graphic novels, gaming activities provide enjoyment (and distraction) and at the same time provide problem-solving skills – how to win the game.

Nicholson et al’s (2007) article:
Gaming activities in a public place can be very unwelcoming or even disturbing, especially at the library. In Nicholson et al’s (2007) pilot study, they found that “libraries are creating controversy by supporting gaming through in-house gaming activities.”

I work at a small private college library in the evenings. Last night there was a fourth grader at the library where I work. She yelled loud (celebratory) and disturbed other library users in the computer area. I realized that she was playing a Web-based game called Motorcycle Racing. Obviously, she was engrossed and stimulated by the animated racing. Unfortunately, next to her were two graduate students who were working on their term papers; disturbed trying to accomplish bona fide research. I had no choice but to ask her to leave the library.

A few years ago, the Johnson County Library system announced that Xbox 360 games would be placed in the meeting rooms at various branches. It instantly created controversy in the community, both with the public and library staff. The controversy was that this common space (the meeting room)was taken away for gaming activities. Considering the limited space of the branch libraries, it certainly was not a popular decision; yet the County Librarian had no intention to revoke the decision. Many negative opinions flew around the community. The new gaming center certainly attracted many "after school kids". Since there is only limit space for the gamers, some kids would occupy the computers to play web-based games while waiting for their turn to play the Xbox. As a result, adult patrons found that they had no computers to use because the waiting kids occupied most computers. Users had to wait at three to four hours to get on a computer, which turned many people away.

As time has passed, it seems that the introduction and implementation of gaming in the public library system has spread to every community. More and more communities have accepted gaming as part of the public library services. According to Nicholson et al’s research, 76% of public libraries promote gaming activities, supporting an acceptance of the introduction of gaming at the public library.

My own gaming experience:
I found an interesting game installed on my home PC. It is a very simple game. It only requires that players match up same patterns of tiles within a certain time. The faster you finish matching the tiles, the higher score you will receive. I found that I could not stop playing once I started (addicted...). This particular game is a brain training game, which requires the player’s attention, focus, memory, and speed.

In this class, we have discussed different motivation models in the past weeks. I can relate some of the theory or model to my own gaming experience, especially the Maslow’s theory of motivation (1943), which is based on human needs such as self-actualization, esteem needs, social needs, safety needs, and physiological needs.

This PC game provides-

Self-esteem: The game provides me a feeling of achievement and self-esteem when I accomplish higher scores.

Safety: I have a moment for myself (distraction), forgetting the troubles in my daily life. I can “hide” behind the keyboard. I feel safe.

Social needs: I can share my gaming activities with my friends who also play the game. I gain “respect” from my friends if I get a higher score than them because I am the "super gamer"!

Self-actualization: I discover “potential” through playing the game – I have a photographic memory.

Gaming activities have become part of library services in the past five years both at public and academic libraries. Nicholson et al’s study pointed out that at least 7 out of 10 public libraries support gaming. In fact, academic librarians have started implementing and developing gaming activities in information literacy class. Honestly, that is something that I had not imagined when I was at library school.

Some interesting related articles:

Clarke, G. et al (2010), Gaming for reading. Australasian Public Libraries and Information Services, 23(4), 161-165.

Harris, Amy & Rice, Scott E. (eds.) (2008).Gaming in Academic Libraries: Collections, Marketing, and Information Literacy. Chicago, IL: American Library Association.

Petkov, Marin& Rogers, George E. (2011). Using gaming to motivate today’s technology-dependent students. Journal of sTEm Teacher Education, 48(1), 7-12.

Yang, Shu-Ching & Huang, Kai-Lin (2011).Analyses of junior high school students’ online gaming experience and its relationship with self-concept, life adaptation and well-being.Journal of Educational Media & Library Sciences, 48(3), 432-442.

Chinese students and the American colleges

Thee was an article posted on The Chronicle of Higher Education yesterday about the full-fee Chinese students who cheated on their academic records and language test.  One of the readers even addressed that the American students "fleed" (withdrawn from the class because too many Chinese students in the classroom. It is a very interesting article.

http://chronicle.com/article/Chinese-Students-Prove-a/129628/

A costly speech

This morning I heard from the NPR that the former Presdient Bush gave a speech at the Wichita Chamber of Commerce dinner last night. The Chamber paid Mr Bush $100k to $150 K for the speech. Well if you are "famous" and someone are willing to pay you that much for a couple hours of dinner speech, why not?

Does the speech reaaly worth that much?  Oh , Mr President. I  hope I can earn that much for two hours (plus free dinner). That surely is a very good wages in current economic environment. - that much of money can give at least family a very good year income.

The ppor, the rich, and the ugly.

New Terms Associated with "Digital Literacy"

"Digital immigrants" - please note that this term has nothing to do with immigration at all.

"Internet natives" - people who werre born in the digital age and grrew up with computer and Internet.

"Digital storytelling" - Use images, audio, and other multmedia to tell historical story. It is similar to "documentary film" in a way. It is a new narrative form for "telling."

"Digital readers" - do not read books or print materials. Use the digital formats for serious and leisure reading.

"Audiovisual citzenship" and "media citizenship" - such as social networks. People use technology as the means to communicate and interact with others including blogs, video games; definitely no pencil and paper.

Digital literacy?

I have been reading articles about digital literacy. The more I read, the more I am not sure what is the definition. But one thing for sure is that, the term "digital literacy" assocaites to many :literacies":

• Media aliteracy
• Web literacy
• ICT (Information and Communicatin technology) literacy
• Network literacy
• Computer literacy
• Electronic literacy

I guess it depends on which areas you emphasize on.

Six inches of snow in New England!

I heard from the radio that New England had at least six inches of snow! school closed, power outrages, tree felt down... Oh boy, it is only the first day of November. Winter is not officially here. It seems that a bitter cold and snowy winter is heading our ways.

Better to get ready for the snow. It's coming.

Where is the Autumn?

November 1st All Saints Day

Today is All Saints Day. It is NOT a public holiday. Ssomeone at work asked me what is All Saints Day. So I googled it and found this informative site:

http://www.timeanddate.com/holidays/common/all-saints-day

Survey and Quasi-Experimental research design

According to Creswell (2003), quantitative research methods focus on surveys and experimental modes of inquiry (p. 153). Survey research collects data and information from a selected population through the participants' responses to questions. This design of research provides numeric description of trends, attitudes, or opinions of the studied population (Creswell, p. 153). Experimental research is most appropriate for answering a research question about the effect of a treatment (Schutt, 2006, p. 201), which identifies a sample and generalizes to a population (Creswell, 2003, p. 154). He provides comprehensive and significant steps for novice researchers who choose to use either a survey or an experimental research plan (2003, pp. 154-155, 162-183). This chapter adopts the strategies from Creswell's book in designing a preliminary survey and an experimental research plan for my research topic - college students’ motivational aspects in the information literacy instructional class at the National American University (NAU) Overland Park, Kansas campus.

The purpose of my study is to gather information on the motivational aspects of college students in an information literacy class with an aim to improve the instructional design and strategies for librarians. Considering the demographic variable of this study, this study will exclude to students who are in paralegal, nursing, and business administration programs and those who are enrolling in daytime classes. The selected demographic profile of evening class students most likely differs from daytime students with the assumption that day student are full-time/immature students versus evening part-time/mature students.

Survey Design

Considering the limited time and funding of my research, using a survey to collect data from the selected population would be the most economic and efficient method. For the survey design, I have two options:

(1) A most common-used web-based survey, Survey Monkey (or Kwik Survey) will be sent to participants (students) via email. However, the inexpensive Internet surveys have a major disadvantage – there is a lack of effective ways for me to monitor the Internet survey closely, as a result, there may be a low response rate. Participants might be unable to open the link, or they simply do not realize that they have not completed before they send back the responses.

(2) A self-administrated questionnaire would be the more practical choice since I work on campus five days a week. I will simply distribute the questionnaire to the students after their classes. I will be able to monitor the responses and do follow-up with those non-respondents.

The survey questionnaire will contain 12 questions in the following six categories: intrinsic goal orientation, extrinsic goal orientation, task value, control belief of learning scale, self-efficacy for learning and performance, and test anxiety. There are two questions for each category. Using the format of the Likert Scale, the answers will be rated from 1 to 5. The students will circle the appropriate rating according to the direction given (i.e. 1=Strongly Disagree, 2=Disagree, 3=Somewhat Agree, 4=Agree, 5=Strongly Agree) in the “motivation scale.”

In order to assess the validity and reliability, a pilot study will be conducted to test the survey instrument prior to the actual study. Individuals who participate in the pilot test will be considered part of the study population (e.g. the evening class students at the National American University), but will not be included in the study sample. The survey will be administered in person over a three-week period. The students in the study population are those who are either asked to or voluntarily attend the one-hour non-credit information literacy instructional class. Students will be asked to take the survey after the instructional sessions.

Quasi-experimental Design

This design of research is to test and determine whether a treatment/program/invention has the intended effect on a selected population. There are two common quasi-experimental designs:

(1) The data are collected from one selected population, no comparable group, which Creswell (2003) defined this type of research as “one-group pre-test/post-test design” (p. 168), and Schuett (2006) identified as “before-and-after designs” (pp. 212-214).

(2) The main feature of this type of design is that a comparison group is selected to compare with the treatment group. The data are collected from pre –test and post-test with both a treatment and the comparable group (i.e. control group. Both Creswell (2003, p. 169) and Schuett (2006, pp. 210-212) named as “nonequivalent control group designs.”

The quasi-experimental design hypothesizes that students would more likely feel greater confidence in approaching academic research after they took the information literacy instructional courses. This study will use the multiple group, before-and-after design. In this design, several before-and-after comparisons are made involving the same variables (e.g. day class student, full-time students) but different groups (students are major in nursing, paralegal, and business administration.

This study will involve multiple pretest and posttest observations of the same group of students over the three-week study period. This quasi-experimental design will be similar to Phillips’s (1982) study of the effect of TV soap-opera suicides, the “Pre-test – Treatment – Post-test design (Schuett, 2006, pp. 210-211).                
Students will be informed at the beginning of the experiment. They will be informed the purpose of this study is NOT to evaluate their research skills, but rather to study how the literacy instructional class motivates (or demotivates) them in participating in academic research projects.

The above-mentioned quantitative research designs are tentative and will be revised as I gain more knowledge and experience of survey and experimental research.

References:

Creswell, John W. (2003), Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.), Thousand Oaks, CA: Sage.

Schutt, Russell K. (2006), Investigating the social world: The process and practice of research (5th ed.), Thousand Oaks, CA: Sage.

Halloween "blue"

The decorations of Halloween are all over the places at the university. One just cannot ignore the fact that it is Halloween holiday. Of course, the neighborhood kids are getting excited and waiting impatiently for the evening arrives.

I might be the only one in the world who hates a Halloween. The Halloween holidays makes me feel extremely sad for a personal reason.

Artificial enthusiasm?

Not everyone like their jobs; yet no one wants to be on the "chopping board." neither. Most people do what they are asked to do on their jobs with artificial enthusiasm. They do not like their jobs, or they are not interested in the tasks; but they still do a good job for their assignments. From the employers and managers viewpoints, it works. Tasks get done in no time.

It will be interesting if we implement the art of artificial enthusiasm in education and learning strategy. Students will learn and accomplish tasks that they are not interested. We might be able to see higher scores of the standardized school tests. It will work for the school administration. The argument is whether it is the only way we can teach our young generation. Are there any negative effects to implement artificial enthusiasm in the classrooms?

Curosity and motivation

Some researchers convince that curosity is the main core of motivating a person's interest in learning or "knowing.", especially for children. It might be truth for young age groups; yet in the adult world it might be not the case. For instance, in a workplace most people feel "curosity of their new coworkers and "test" the person in many ways. This cursosity might have a negative effect on the new worker - the new environment and the new coworkers keep posting "test" and "tasks" might discourage the new worker's interest in the new working environment.                                        .

Pay your bills via iPhone?

It is said that the new way of paying your bills and fees via iPhone. So we are going to move from a "plastice card" to the digital device. It is for sure that our daily life keeps changing no matter how you take it, like it or not.

The good, the bad, the ugly professors

The mid-terms are here! Students form study group, discussing the lectures and notes. I overheard so many "stories" about professors without participating their discussions.

I know them all; The good, the bad, and the ugly professors.

APA style and mongraphs

Our campus librarians have decided that we are NOT going to include monographs in our APA citation handout - it is not peer-reviewed articles and not too many students will use monographs for their research papers. Yet some monographs are written by experts in their fields.

Should monographs not be used for a research paper? how about those are considered as "scholarly monographs"?

Education for sale?

With the US economy environment, the domestic student enrolment has been gone down at most university in the US. Instead, the enrolment of international students, especially the "FULL FEE" student, has increased. Particulalry the full-fee students from China. The number ihas increased dramatically.It is simply because China's economy is BLOOMING! Those students "bring" thousands and thousdands of dollars to the US university. According to an unviersity in the midwest, the Chinese undergraduate full-fee students in the past five years has 450% increase!!! 450%!

Is the US education now up to "sell"?

Embarrassing news at the University of Kansas

Two professors (both in science fields) get caught plagiarizing despite the warnings from colleagues. It was said that one of the professors plagiarized text in four scholarly works; the otheer professor failed to take action to stop the plagiarized text - "Unfortuantely it was published." Both professors made to the front page on the local newspapers, Journal World (with photos).

How embarrassing!

I am wondering whether they did it intentionally or unintentionally. Do they know there are many ways youcan detect and avoid plagiarizing? There are even free software that people can use to check on the "suspected plagiarized text."

APA citation - monographs

Monograph with Issue & Serial Number:
Example:
Scott, J.P. (1976). The process of primary socialization incanine and human infants. Monographs of the Society for Research in Child Development, 28 (1, Serial No. 189).

Monograph Bound Separately as a Journal Supplement:
Example:
Parsons Project in Language and Communication of Mentally Retarded Children. (1963). Language studies of mentally retarded children; a report. Journal of Speech and Hearing Disorders MonographSupplement, 10.

Monograph Bound into a Journal with Continuous Pagination:
Example:
Seeger, J. (2004). Adapting writing voice for a computer environment [Monograph]. Computers and Composition, 2, 201-218.

Wall Street protest

The Wall Street porest has been going on for a month now. That's what happened when many professionals could not find a job. The umemployment rate, in my opinion, cannot reflect the bad job market - many people work part-time, underemployed and underpaid.

Where are the jobs? Mr. President Obama?

Quasi experimental research design

Quasi experimental Theory -

The meaning of "quasi" is "pseudo, self-styled (sort of)." Thus, this experimental design is considered non-scientific and unreliable by researchers in pure science fields such as medical and biology science.

So why do researchers conduct this research design? Quasi-experimental research attempts to examine the effects of an intervention on a specific population; it aims to determine whether a program or intervention has the intended effect on a study's participants (NCTI www.nationaltechcenter.org).

There are many types of quasi-experiments. Here are a few of the most common (Trochim, 2006 and NCTI, [n.d.]):

• Pretest-Posttest design study without a control group: collect data on study participants' level of performance before the intervention took place (pretest), and again collect the same data after the intervention took place (posttest). This study only looks at one group of individuals who receive the intervention.
• Pretest and posttest design with a control group ("non-equivalent groups design): An existing group of participants receive a treatment (treatment group), and another existing group of participants to serve as a control (or comparison) group. Participants are not randomly assigned to conditions, but rather are assigned to the treatment or control conditions along with all the others in their existing group.
• Interrupted time-series designs: This study design is similar to a pretest-posttest design but with multiple pretests and multiple posttests. 

National Center for Technology Innovation (NCTI) (n.d.), Quasi-experimental study. Retrieved October 16, 2011 from: http://www.nationaltechcenter.org/index.php/products/at-research-matters/quasi-experimental-study/

Trochim, William M.K. (2006), Research method knowledge base: Quasi-experimental design. Retrieved October 16, 2011 from http://www.socialresearchmethods.net/kb/quasiexp.php

Oh Blackberry

Last week Blackberry did not work for four loooooong days! It surely made a great impact ont he company!

Oh Blakcberry, Oh Blackberry..

All Blackberry users should receive a profound apology - actually they did; but in the digital age, that surely was a very inconvenience for most people.

A biographical film about Waris Dirie supermodel

The most unforgetable scene is when Waris gave a speech at the United Nations. She said,"I underwent genital mutilation (female circumcision) as a child...," I cried from the bottom of my heart (sobbing in the couch). I always thought that the Chinese foot binding is the most "uncivilized" custom in the world until I watched this film.

I admire her courage to draw the world's attention to that unhuman and horrible tradition. 

The title of this file called "Dissert Flower" (2008), which is based on Waris' biography. Waris served as an associate producer for the film. Highly recommended.

102 Years Old Librarian in Greater Kansas City area?

I recently read this "old news: - August 30, 2008. There is a librarian who is 102 years and still work at the library since she started in 1926. The title of the article is: "Love of Books Keeps 102 Year Old Librarian Working." The reporter is James Fussell, Kansas City Star.

The article can be found at: http://www.kansascity.com/2008/08/29/773043/love-of-books-keeps-102-year-old.html

My thoughts are complicated. I, of course, respect her dedictation; yet I am sorryy for the young librarian who has never have a chance to be a librarian at her library! I wonder why there are so many librarians received "pink slips" in those days.

Research Questions and Hypotheses

Difference between research questions and hypotheses.....

Research questions are the core of a research project which Creswell (2003) identified as “the central direction for the study” (p. 105). These questions are well-crafted, indicating what researchers wish to focus on. Generally researchers start from ideas with inquiry and questions, and then formulate their questions precisely which enable them to answer, explain, and have a better understanding of their phenomena. Research questions are shaped by the identified problem and constraint the design of the study (Marshall & Rossman, 1999, p. 39), providing direction to the research process, suggesting the hypothesis (hypotheses).

Hypothesis is a proposition or set of propositions, which is widely used in scientific experiments. Social scientists adopted this scientific research skill ; using the hypotheses to test what they predict for a study. In this chapter, the research questions and hypotheses are formulated from Chapter 4 as descriptive, inferential, and causal questions.

NBA players and owners

When we talked about NBA, we cannot avoid discussing the NBA business. I heard from NPR that the NBA game has been cancelled for two weeks becaye the owners and players DID not reach an agreement.

It's amazing how "money" involes every aspects of our lives.  The NBA players received millions and millions follars per year and still want more! Well, here is Ameria!

Motivating the underemployed librarian?

With the budget cuts in th elirbary world, some unfortunate librarians were let go. Some of them are able to land a job in different library settings, some are "forced" to take on paraprofessional library positions. How can library administration mortvate this group of library staff?

I have learned theories and best practice how to motivat library support staff from the motivational aspects of information sicence class; yet we do not have discussion about how to motivate the underemployed or underpaid librarians. It surely is a very interested topic for class discussion.

They chose China - a documentary film

"In January 1954, months after the end of the Korean War, U.S. soldiers held in POW camps were at last free to return home. A small group, however, refused repatriation to the U.S. and, after being given 90 days to reconsider their decision, 21 American soldiers decided to stay in China. In THEY CHOSE CHINA, Academy Award-nominated Chinese documentarian Shuibo Wang tells the controversial story of these forgotten American dissidents." - I watched this film via Free Sppech TV last night. Highly recommended.

More information about this film:
http://icarusfilms.com/new2006/they.html

Documentary file: What's matter with Kansas

I watched this film last night.It talks about gay marriage, pro-life, democratic, and other political issues. Having lived in East coast for a while, in many ways I felt that Kansas is an country that wrongly put on the U.S. map.

What's wrong with the people in Kansas ?

Racial Profile

So many news came out from TV and radio about the new immigration law in Alabama. It's just the beginning. I am sure that all 50 states will enforce similar immigration law.

I am wondering what is our President Obama's opinion on this issue?

What's matter with Alabama?

I heard from NPR that one-third of school children are "missing" from school since the Alabama launched the new immigration law a week ago. It is said that police has the legal right to ask for paper anyone who is being suspected as an illegal alien.

Most likely the color people such as Asian, African, Hispanic, or even the dark skin person will be questioned. The White/Caucasians people no doubt will be exempted.

SO it will be too crazy to be a color person to live in this country.

What's wrong with Alabama? What's wrong with this country?

Steve Jobs' inspirational quote

I have been very sad about the APPLE inventor's death in the past few days. I found one of his inspirational quotes this morning that I would like to share:

"I’m sorry, it’s true. Having children really changes your view on these things. We’re born, we live for a brief instant, and we die. It’s been happening for a long time. Technology is not changing it much — if at all."

iSad, iSad, iSad ...

Motivating library staff

Motivation is an essential elements in a workplace. In the past decades, social scientists have applied the well-known theories to the librarianship particularly Maslow’s Hierarchy of Needs, Herzberg’s Hygiene theories. I have learned the effective strategies of motivating library support staff from these previous studies; yet when we carefully look at these studies, we notice that there are some crucial elements are missing or being failed to address:

• These studies did not address how library managers discouraged the support staff. For instance, very often I hear discouraging story like this when I go for library conferences and meetings: “I suggested and created a youth program for my library. But once the program was taken off successfully, it was taken away from me and given the credit to the librarian. Eventually the librarian runs the program and tells me that it is part of the librarian’s jobs.”
• During the economic downturns, it is not uncommon that professional librarians (those who have a MLS degree) are forced to take on paraprofessional jobs. How do library managers to motivate these underemployed (and also underpaid) library staff?

When we discuss the motivation of library support staff, the about two issues are important elements on the topic, definitely cannot be ignored or overlooked. 

An unforgettable speech Steve Jobs

On my way home, I heard from the radio that the former Apple CEO, Steve Jobs died yesterday. The radio replayed the speech which he gave at the 2005 Standford University Commencement. here is the best part I have been thinking all evening:

"No one wants to die. Even people who want to go to heaven don't want to die to get there. And yet death is the destination we all share. No one has ever escaped it. And that is as it should be, because Death is very likely the single best invention of Life. It is Life's change agent. It clears out the old to make way for the new. Right now the new is you, but someday not too long from now, you will gradually become the old and be cleared away. Sorry to be so dramatic, but it is quite true.

Your time is limited, so don't waste it living someone else's life. Don't be trapped by dogma — which is living with the results of other people's thinking. Don't let the noise of others' opinions drown out your own inner voice. And most important, have the courage to follow your heart and intuition. They somehow already know what you truly want to become. Everything else is secondary."

What's the matter with Kansas?

I spotted this title when I browsing the local library material - What's the matter with Kansas? What I am referring to is not the book written by Thomas Frank (2004). Instead, it is a documentary film which came out this year.

Just out of my curiosity, I put a hold on the item. Hopefully I will get the DVD next week.

Shortage of school librarian?

I read the news of LA school district laid off all the school librarian. I just found this article, addressing the shortage of school librarians. Really? The article was published in Summer 2010. So, it seems that less than a year the shortage of school librarisna became "too many" school librarians. What's going on in current's library world?

Stephanie A. Jones, (Summer/Fall 2010), The occupational choice of school librarians, Library Trends, 59, 166-187.

Where are the librarians?

With the turmoil of economy situation, layoffs have been the headlines of the US major newspapers. Workers were laid off EVERYWHERE. In the Midwest, the University of Kansas Edwards Campus laid off two full-time library assistants; Johnson County Public Library stopped hiring any new employees (hiring-freeze); the Kansas City Public Library imposed a similar policy. This year, in May the School District on Los Angeles laid off school librarians.

"What next?" "Where are the librarians?" "Who will be the next on the chopping block?"

The Use of Extrinsic Rewards

The public library launched a program called “Reading Challenges for kids” in the summer of 2005. The intention of the program was to motivate kids to read and prompt the joys of reading. Kids who checked out the most books from mid- May to August 1st received free pizza coupons and T-shirts.

The first week of August, we determined the winners by looking at the kids’ library cards. During the award celebration party, I talked to the kids who were the “most read.” I asked them what they thought about the reading challenge. How did they feel about the accomplishment they reached? Many of them told me that they liked the reading challenge because they received pizzas and t-shirts. When I asked them which books they liked the most and least, they were unable to name one. Actually, some of them avoided answering me. Apparently, those kids felt guilty about the experience (did not actually read the books); and they did not have a sense of accomplishment even though they were the "winners."

 The facts are:

• It is an "if then" extrinsic motivation system; it does more harm than good (Pink, 2009, p. 49). (Deci, 1995, p. 54) classified it as a pay-for-performance" motivational technique. Sadly, what did we really teach the kids? The shortcut or the fastest way to get rewards.
• The program encourages cheating, shortcuts, and unethical behaviors (Pink, 2009, p. 59); kids checked out library books simply for adding up the “checked out number” on their library cards to win the competition. Did they read the books? Most likely they did not.
• I do not believe that the program increased the kids' reading motivation. When the reading challenge ended, those “most read” kids disappeared – no pizza, no reading! - "people work only to the point that triggers the reward, and no further" (Pink, 2009, p. 58)
• The rewards actually gave to the kids who checked out books rather than the kids who read the most books. This might be discouraging for the kids who really read the books they signed out. Their library cards showed that they checked out fewer books than those "most read" kids did; this implies - the extinguishing intrinsic motivation and crowding out good behavior (Pink, 2009, p. 59; Deci, 1995, p. 51).

In my opinion, the reading challenge program was a failure in term of motivating reading. The use of rewards to motivate kids to read is theoretically a good concept. However, offering extrinsic rewards to motivate children for signing out books simply will not work. The reward system should facilitate motivation and encourage children to remain enthusiastic about reading after the reward system was terminated. Here are changes that I would make to the program:

• The reading challenge program would require the “most read” kids to present or describe a staff selected book they read before they received the rewards.
• The program should focus on the joy of reading in some informative way, such as setting reading goals for each child. Goals are based on reading ability, number of books, number of pages, or number of minutes. When they meet the reading requirements, they will receive the rewards - Teachers and parents will play the important monitoring role for the reading progress.

Learned Helplessness, Fear of Failure, and Failure of Success

Learned helplessness

Learned helplessness is considered a negative motivational condition that psychologists have been studying for decades and suggest that this condition can be unlearned. Yet in my opinion, it is not absolutely unlearned.

My first cousin attempted to sing in front of his sixth grade class and the tragedy ended with everyone having a strange fixed sympathetic look (reality sunk in). Obviously, this affected his future attempts at singing. This negative motivational condition (sense of helplessness) had a great impact on his childhood and adulthood. He accepted that he cannot sing and never tried to correct the sense of helplessness.

Many factors affect events that generate helplessness. I think it depends on individual whether the sense of helplessness can or cannot be corrected. I grew up quiet and shy in a collective society. I felt that speaking up was an unthinkable behavior and I felt that there was nothing I could change. I found myself in a very different world when I first left home and enter college. Exposed to the open-discussion learning environment, my sense of helplessness has gradually disappeared. In my case, the learned helplessness is undone.

Fear of Failure

The feeling of failing is a very negative motivational condition. The consequence of amotivation can have tragic consequences. A common phenomena in the Asian culture, is the common occurrence of student suicide because of the low academic achievements (reported on my previous posting). The students chose death rather than punishment or chastisement from their parents. Occasionally, even the students with high grades fold from the pressure and take their own life. Most recent research suggests that the fear of failure has a greater impact on females than males, which is reflected by the reported suicide cases in Hong Kong.

On the contrary, failure can be a positive motivation if we take the “fear of failure” as a motive to perform well at work and at school. For example, I arranged adult programs at the library. Some programs attract more library patrons than others. I evaluated the low attendance programs and examined what and why the program failed. Was the date and time a bad choice? Or was the program less appealing to the community? I did not want to fail again. The evaluation of the failing programs and the fear of failure served as the guidelines for future programming.

Fear of Success

I have seen people “withdraw” themselves because of the fear of success. I had a classmate who was always at the top of the class. She was praised by teachers, neighbors, and parents. Everyone in the class envied and admired her success. To be accepted to the #1 rank at secondary school was everybody’s dream, but not hers. Her grades suddenly dropped while attending sixth grade. It was unlikely she would be accepted into the best secondary school in town. The fact was that she did not want to attend the best school. The idea of continuing competition with the best students in town for the next six years terrified her. She intentionally regressed and became an average student.

I personally believe these three motivational conditions cannot be corrected without great effort, support and possibly psychological assistance.

Online Learners and ARCS Model of Motivation

The most distinguished characteristic of online learners is that instructor and students are physically apart from each other and the campus. Yet they are part of the campus learning community and the expectations are the same as on-campus students. Library services play an important part of their academic activities just as the on-campus students; they need to obtain the searching skills to conduct academic research. Most academic libraries provide a single-traditional classroom literacy instruction course to the on-campus student during the orientation week of each semester. The hands-on sessions focuses on library resources and facilitates student success in their programs. Inevitably, online students are simply excluded due to the fact that they are geographically apart from the campus library. There is a misperception that online students enter programs with advanced technology skills being computer literate/savvy computer users. The implication is that those students possess advanced skills in retrieving needed information for their classes by using online databases. However, library instruction courses are typically not included in their curriculum.

Librarians and researchers have been exploring new ways to motivate students in literacy instruction classes for decades. Many motivation theories are being examined, especially Keller’s ARCS model. The ARCS research model can be found easily when applied to the traditional classroom setting (Keller, 1987; Small, 2000; Keller, 2000; Small et al, 2004; Namura et al, 2007) To date, there are only a few articles discussing online learners and information literacy instruction. Some researchers suggest to accompany courses with an “embedded” librarian (Edwards et al, 2011), while others propose integrating library instruction into the online curriculum (Lee, 2000; Kumar & Ochoa, 2011). These researchers focus on the instructional design rather than motivational aspects.

As a campus librarian for a college where most learners are non-traditional students, I am in the process of designing a virtual library instruction class. My main concern is motivation; how does one inspire learners attending the online literacy session? I have found articles that provide information and strategies of designing an hour length online literacy class (ChanLin, 2009; Huett et al, 2008). Yet, I am unable to locate articles that specifically discuss the motivational aspects of online literacy instruction class. In Huett et al (2008), the authors studied the effect of the ARCS-based strategies and the effective ways to support online students. In their study, they focused on one of Keller’s motivational strategies, confidence. How can the other three elements (attention, relevance, and satisfaction) of Keller’s ARCS model be ingrained into an online instruction class? Are there any motivational models that have been examined and used to engage students in an online setting? What types of instructional formats are preferences in engaging students in an online instruction?

References

ChanLin, Lih-Juan (2009), Applying motivational analysis in a Web-based course, Innovations in Education and Teaching International, 46(1), 91-103.

Edwards, Mary, Kumar, Swapna, & Ochoa, Marilyn (2010), Assessing the value of embedded librarians in an online graduate educational technology course, Public Services Quarterly, 6(2-3) 271-291. doi: 10.101080/15228959.2010.497447.

Huett, Jason Bond, Moller, Leslie, Young, Jon, Bray, May, Huett, Kimberly Cleaves (2008), Supporting the distant student: The effect of ARSC-based strategies on confidence and performance, The Quarterly Review of Distance Education, 9(2), 113–126

Huett, Jason Bond, Kalinowski, Kevin, E., Moller, Leslie, Huett, Kimberly Cleaves (2008), Improving the motivation and retention of online students Through the Use of ARCS-based e-mails, The American Journal of Distance Education, 22, 159-176. DOI: 10.1080/08923640802224451

Keller, JOhn (1987), Development and use of the ARCS model of instructional design, Journal of Instructional Development, 10(3), 2-10.

Keller, John (2000), How to integrate learner motivation planning into lesson planning: The ARCS model approach. Paper presented at VII Semanario, Santiago, Cuba.

Kumar, Swapna & Ochoa, Marilyn (2011), A program integrated approach to online information literacy instruction. Proceeding of the 17th Sloan ANnual Consortium International Conference on Online Learning, August 9, 2011.

Lee, Cheng-Yuan (Corey) (2000), Student motivation in the online learning environment, Journal of Educational Media & Library Sciences, 37(4), 367-375.

Namura, Kaori, Ikeda, Maiko, Yashima, Tomoko (2007), How can teachers motivate their learners in the classroom?: An exploratory study based on the ARCS model, Language Education and Technology, 44, 169-186.

Shellnut, Bonnie J. (1996, November 13), John Keller: A motivating influence in the field of instructional systems design. Retrieved September 1, 2011, from http://www.learningdomain.com/Keller.Bio.pdf

Small, Ruth (2000), Motivation in instructional design. Teacher Librarian, 27(5), 29-31.

Small, Ruth V., Zakaria, Nasriah, & El-Figuigui (2004), Motivational aspects of information literacy skills instruction in community college libraries, College & Research Libraries, 65(2), 96-121.

Constructive criticisms

One of my cohorts addressed the important of giving criticisms to others. I think what she refers to is the "Constructive criticism" not the "Destrcutive criticism".

In my opinion, constructive criticism:
(1) should not be a judgment;
(2) should be a similar to professional conversation;
(3) assists wrtiers/students in identifying their strengths and weaknesses;
(4) improve performance and the analysis skills.

It is the "criticism with kindness."

Motivators and Demotivators..

I am taking a class on motivational aspects. One of my readings is very interesting - motivators and demotivators.

Motivators:

According to Spitzer, the characteristics of motivators include fun, variety, input, stake sharing, choice, responsibility, leadership, social interaction, teamwork, using strengths, learning, error tolerance, measurement, goals, improvement, challenge, encouragement, appreciation and significance (pp. 67-78).

When reading the description of the motivators, my former boss, the Director of the Chinese University Press came to my mind. He has all the “qualities” that Spitzer mentioned, most importantly, he set himself as an example. He gave constructive criticisms and provided feedbacks in a timely manner. Once the print was offset on a publication, which made a complete wreck of the book. He claimed full responsibility and made a public apology to the author.

Demotivators:

It is my impression that Spitzer identified the major demotivators at the workplace related to the management teams. He pictured those demotivators as politics, unclear expectations, unnecessary rules, poorly designed work, unproductive meetings, lack of follow-up, constant change, internal competition, dishonestly, hypocrisy, withholding information, unfairness, discouraging responses, criticism, capacity underutilization, tolerating poor performance, being taken for granted, management invisibility, over-control, takeaways, and being forced to do poor-quality work (pp. 43-58).

Throughout my library career, I have seen managers who exhibited demotivated behaviors. I worked with a library branch manager who was lacking the simplest of management skills. To make matters worse, she was unorganized and unpredictable. The monthly staff meeting literally was not existed. Her unprofessional behavior had a tremendous negative impact on motivation and performance. Most of us were seeking opportunities to transfer or new employments. Those who had great courage and made complaints to the main library were dismissed abruptly by the collaborative human resource office. No one dared to challenge her, shamefully including myself. We all felt powerless and defeated. Eventually, an employee wrote directly to the county director's office, her unprofessional behavior was finally recognized and she was demoted and transferred to the main library. Unfortunately, many good employees had already fled the intolerable work environment.

In his book, Spitzer (p. 42) emphasized that we “need to declare war on demotivators.” He provided steps for reducing demotivators (p. 59). Yet I did not see how these steps could apply to my former manager.

Librarian was arrested for reading banned book. Seriously?

Oh boy I couldn't believe what I read - Amanda Jackson, the library director was arrested last Friday simply becuase she read banned book! Wait for minute - I thought we are living in a free country - the United States of America. What is going on at Gadsden Public Library? - Oh well, well,...

I guess I am getting too old to understnad the world.

She certainly is "Librarian the Brave"!!

Autumn has arrived

Looking outside ... Leaves are falling down. I begin to see the "fall color." Oh boy, where is the summer?

Here is one of my favorite Chinese poems (Tang Dynasty) that I learned as a little girl. I found myself feeling homesick....

《山居秋暝》("Mountain Living In An Autumn Night")
 (唐) 王維  Wang Wei

空山新雨後, 天氣晚來秋。
With passing rain, Mountain is fresh,
With cooling air, autumn night has arrived.

明日松間照, 清泉石上流。
Moonlight shining through the pine trees brightly,
Crystal waters flowing across pebbles.

竹喧歸浣女, 蓮動下渔舟。
From bamboo groves came,
I heard the giggling noise of the returning silk washing young girls,
I heard the lotus swaying from returning fishing boats.

随意春芳歇, 王孫自可留。
The flowers are yielding their last fragrance,
I am certainly always be here.

Citing sources...

Citing sources plays an important role in a research project. Yet, should we concnetrate on the study and research  not the "mechanical operation" (citing sources)? - I have seen many students that they are struggling with citing sources. They feel that iof they do not cite correctly (style), it is the indication of the failure of the research project. Wrong, wrong!

By the way, there are so many software that students can use for citation. Most software only needs the author names, title of the book or article, ISBN/ISSN to create a APA or MLA cformat citation.

There is no need to be stressful for citing sources.

APA 6th edition and doi number

Hack! I learned something news two days ago. A nursing faculty chatted with me in the hallway. She asked me what is "doi" number? She said that she realized that most databases now include the doi number on the front page of the full-text article.

After a ffew click ... Voila! Doi stands for digital object images. Some of the open access scholarly journals are available on the web. However, agter a certain time of period, the links might not be working. With the doi number, researcher can retrieve the article via crossref.org.

According to the APA style 6th edition, it requires to include the doi number at the end of the citation.

I am wondering what will be next after "doi"?  - Embracing the technology!.

Expectations too high to reach?

Less than a month, two students committed suicide in Hong Kong - one was only 14 years old. Why? It happens every year. Students shortened their lives simply because receiving low grades from teachers. Isn't it life that simple?

....

Individualism vs Collectivism?

In 1981 William Ouchi put forward an idea of motivation. He states that society should "develop a complete unity of goals between individuals and the community such as that an autonomous individual would naturally seek to work hard, cooperate, and benefit the community."

Ouchi's theory might work in a collectivism society such as Japan where "groups" benefits" are put before individual's. It is a very inspirational idea; yet will it work in the Western societies? I doubt. When we talk about the theory of motivation of particular groups, we cannot deny that we need to understand the "cultural background" of the people in the group.

When we address intrinsic motivation and extrinsic motivation, in my opinion, yes, it is "self" thing; yet the "self" are influenced by the culture or the environment in which we brought up - it shapes what we belief.

Leaving librarianship? Being pushed out of the library world?

I chatted with one of my colleagues the other day. She told me that some of her friends were librarian; yet due to the current economy situation, they were laid off and unable to land a library job. Thus they were "forced" in some ways to take on whatever jobs they got - full-time clerical position or any positions at the university.  

Two years ago, two full-time library support staff in my department were "let go" - they were laid off. Recently the university library was "examined" and assessed by an "outside" company. The report indicated that the library is over-staffed. It seems that the second wave of laid off will arrive soon - you can imagine how low the morale at the library.

I am afraid that someday I might be forced to leave my beloved librarianship....

Concepts and constructs

There is one class that discuss concepts, constructs, and operatinal definitions in research. Sounds confusing. To make the matter worse is that the instructor is unable to give a clear explanation or examples.

Donald Copper and Pamela Schindler (2003), Business Research Methods define those terms in plain language (pp. 41-43).

Not the reasons to quit your doctorate studies

It is not fun when you have to quit your doctorate studies after investing so much your energy and money to the program. I have just read some "advice" from a former PhD student. The not so-good reasons for quitting include:

(1) You have so much trouble with your advisors and professors;
(2) You have a low grade for your course work;
(3) You hate group projects;
(4) You have an unprofessional instructor for one of your courses.

However, a good reason to quit is that the doctorate studies affect your personal goals and life style. Ot the stress too much to take....

An exceptional well-done movie: Summer in Genvoa

I have been studying for hours - so I picked up this DVD at the library: Summer in Genvoa. I thought it's a romantic relationship movie. SO I put it in the DVD player and was ready to fall asleep soon.

Surprise! It turned out that it's a movie about how a family deal with grief and come to learn about themselves - the mother died in a car crash unexpectedly. Five months later, the academic father brought two girls with him and move to Italy to start over.

It's a sad story. To make the story more saddness is the city of Genvoa. Genvoa is an old city. The back alleys and the maze of streets darkened the inner turmoil of each of the family....

It is a well-done film and I watched the whole movie without falling asleep.

Keller's ARCS Model of Motivation in education

Keller, John's ARCS motivation model identifies the four characteristis, which are widely used for research in education:

Attention: arouse and sustain [students'] interest
1. perceptual arousal
2. inquiry arousal
3. variability

Relevance: connect lives, needs and interests of the students to the content
1. goal orientation
2. motive matching
3. familiarity

Confidence: create a positive expectation for student success
1. learning requirements
2. success opportunities
3. personal responsibility

Satisfaction: intrinsic and extrinsic reward for effort
1. intrinsic reinforcement
2. extrinsic rewards
3. equity

Questions:
1. How to apply ARCS Model to an actual lesson plan?
2. How to apply ARCS Model outsdie the classroom?

An Inspirational quote from Lao Tzu 老子

千里之行，始于足下
"A journey of a thousand miles begins with a single step"

I have been busy with my courses assignments. Sometimes I feel overwhelming and incompetent... Some of the Chinese inspirational quotes came to my "recuse"!

This familiar proverb expressedthat the whole journey (whatever the  journey is. It can refer to life journet; or a journey to obtain a doctorate degree) is contained in the first step referes undoubtedly to the importance of beginnings, to the necessity of getting off to a right start in anything that one undertakes.

A beautiful poem 勸學

勸學 [唐]顔真卿
三更燈火五更鶏，To burn the midnight oil, to get up at the crack of dawn,
正是男兒讀書時。It's the time for the studying.
黑髮不知勤學早，If you pay no attention to study when you are young,
白首方悔讀書遲。You will deeply regret when you are old.

A Japanese translation ...
http://www.k2.dion.ne.jp/~osafune/kansi/kangaku/kangaku.htm
三更燈火五更鶏，朝早くから夜遅くまで・・・
正是男兒讀書時。この時間こそ正に男子の勉強どきぞ
黑髮不知勤學早，若者は早起きの勉学を知らないが
白首方悔讀書遲。老いの読書で、始めてその遅きをしり後悔する。

Disadvantaged students at the college

Yesterday afternoon a colleague from Student Affairs Office came to the library, requesting me to assist a at-risk non traditional student for registering classes.

After the student left, my colleague made a comment about that student. She criticzed that our school shouldn't accept taht student at the first place. My colleague is from Urkaine. She does not understand the "open policy" of the US colleges. I told her that we shouldn't make any judgements/comments on anyone who is different. She went on and on, saying that the Academic Dean has made a big mistake... (sigh)

Why can't people accept for who we are?

Ten years ago in September..

Where was I on that particular day?

I said goodbye to my father and went to work as usual that beautiful Tuesday morning. Around 9 a.m (Kansas time), one of my colleagues rushed in (she was late) and yelled, "We were being attacked!" I was at the front desk. The library just opened the door for public. Soon, I heard people talkking, talking, and talking ... withou knowing what happened. It's unusual scenc at the library. I knew something BIG happened, but I dared to ask - I just started my new job at the public library two weeks ago.

The library big TV was turned by someone. We all watched and/or listened to the news and witnessed the twin tower building collapsed in New York city. We were silent and confused. Many of us tried to be "normal" and performed our duties as usual. But there was one thing on my mind - I needed to call home. My 87-year old father was alone at home.

When I arrived home that evening, my father was sitting on the rocking chair quietly. At that moment I knew that he wanted to go back HOME. He always felt that he was an "outsider"of this country. The attacked on September 11,was a personal feeling, like the japanese American had when the Pearl Harbor was attacked 60 years ago.

It seemed that New York City was far away from Kansas, but we all have the same amount of disbeliefs.

Why we do what we do

I believe that motivation is unchangeable and not a research area until I read Edward Deci's book, Why we do what we do: Understanding self-motivation. This book changes my persception of what is a research field. There are so much in this small book - discover your "true self," "controlling motivation and autonomy-supportive motivation," "intrinsic and extrinsic motivation." - the author skillfully explains these "unfamiliar" psychological terms by offering daily life examples. In addition, the author also provide soio-cultural theory of motivation - the impact of culture on individual's motivation.

If you are interested inhuman psychology, this is a book that you cannot miss. Some negative comments of this book are bold generalizatin and lack of solutions. I disagree. Read it and make your own judgement.

Paperbacks and E-book

There is an article in American Library, titled "Paperbacks endangered by e-book" (sigh). Technology changed and at the same time, I feel that the joy of touching the apper and flipping the pages will soon be disappeared! In many ways I am sl glad that I was NOT born in the digital age. I have experienced the joy of reading a REAL book, not via a machine. I won't be surprised to see our books GONE and replaced by kindle, ipod, e-book, and whatever the new reading machine is... I am just hoping that it won't happen in my life-time. I am a REAL book person.

I am getting too old.

September ALREADY!

Today is September 1st. The summer is GONE! Time passed fast. The temperature is still lower 90s in the Midwest. With the strong wind blowing, you kind feel that the summer is leaving and the fall is coming to take over. Three quarter of the year 2011 are GONE!

Are we chasing the time? Or the time just are slipping away silently from our daily lives?

Student Assurance Services by ages?

The University of Wisconsin Milwaukee sent out the flyer of student assurance services with charge rates. I was astonished to notice that the charge rates depends on ages. The older you are, the more you will be charged if you get on the insurance plan. Isn't it consdiered "age discrimination"?  Well, probably not. It is insurance rates. The company can set up their services fees.

I do not understand the world anymore.

It's no laughing matter

We had a faculty orientation yesterday evening. I sat next to one of my former colleagues at the for-profit college I worked. He mentioned that he also left that college because "too much going on" at that college. He was an English composition 1 insturctor for the disadvantaged students. He had four students in one of his classes. Three were forced to drop out because they had to go to jail! One of the faculty members who sat besides me couldn't help but burst out laughing. He surely drew everyone's attention immediately. Oh boy! Drop out from the class because of going to jail? It's certainly NOT a laughing matter!

Library of Congress National Library Service for the Blind and Physically

I just learned that there is a small division at the Library of Congress named National Library Service for the Blind and Physically (NLS). This special department is NOT locate in the three buildings of Library of Congress. This department has its own collection development guidelines and is run like a public library - materials are purchased via Baker & Taylor, and Ingram.

Through a national network of cooperating libraries, NLS administers a free library program of braille and audio materials circulated to eligible borrowers in the United States by postage-free mail. Yet in order to receive services from NLS, readers have to be resdietns of the United States.

Here is NLS information:
1291 Taylor Street, NW
Washington, DC20542
Local Telephone: (202) 707-5100
Toll Free Telephone: (800) 424-8567
www.loc.gov/nls
E-mail: nls@loc.gov

Library Instruction Class

I chatted with one of my colleagues this morning about preparing PowerPoint slides for the upcoming library instruction class. We agree that there shouldn't be more than 10 slides for the 20-30 minutes class. Actually, in my experience, there shouldn't be more than "5 dots" on each slide. - Students cannot absorb a slide which is full of graphs and "dots" (points).

Motivate library staff

I have been reading and searching articles about how to motivate library staff in a time of change.  - It seems that many motivation theories mainly focus on the issues from the viewpoint of managers and administrators, especially on the topics how to handle self-motivated and self-demotivated staff. The concentration is NOT on the managers themselves rather on their subordinates.  If the mangers themselves are not motivated, how can they motivate staff who are working under their instructions?

Some readings suggest that money and threat are tools to motivate staff. Yet people who work at the librray setting, generally speaking are not working for money - most libraries pay poorly to their staff. Some researchers even suggest that instrinsic motivation is the key for motivating staff - so a Master's Degree in Library Science is NOT enough to be a library manager - a degree in human psychology seems more convincing. Oh boy! ...

Earthquake in Washing DC?

Two days ago, I heard that there was an earthquake in DC. I sent my friend an email, asking whether she felt the shaking. It turns out that she really felt the shaking. When she arrived home from work, all her books scattered on the floor, so are her drawers! Luckily her valuable Egyptian collections are "untouched" - amazing! It seems that it was not just a little bit shaking! My classmates in Delaware, New York, Virgina all indicated that they felt the shaking. It is said that it's very rare to have earthquake in DC area.Same day, there was a 5.5 earthquake in Colorado Springs.

What's going on? The world is shaking for sure...

Hello! It has been a while ....

Summer is gone - where was I? It has been a while since I wrote my last entry. Well summer PhD courses were very tough and occupied all my "spare time". Glad it's over. But the fall semester will immediately start next Monday - only a few days break - well I am not complaining.

It has been a good but busy summer semester. I really enjoy my classes and learned more than I expected. In the past two days, I have been busy with reading materials related to research design. Don't be intimated by titles. Once I start reading the content, it's much easier than I thought to absorb the information. One of the book titled Research Design by John W. Creswell, in my opinion, is a great book for any one who are interested in conducted social and behavioral research. Great reference book. Recommended.

Leaving librarianship?

There is an article titled, leaving librarianship caught my attention. - it's so sad that to see so many librarians who are unemployed or unemployed. According to a national survey, there are only 1.3% librarians who are unemployed. The number does not reflect who the professionals are facing in this economic environment. If you keep a close eye on the librarian job postings, you will notice that half of the postings ar either temporary positions or part-time positions. This phenomena has been going on and on for at least five years. ...

Generation-D at the library

Generation-D is the students who was  born in the digital age. They are also called "digital natives." For them computer is not the new technology (really?) They prefer typing rather note-taking in the classroom. Librarians and professors must have IT skills to teach this particular groups of students. Some librarians suggest that the traditional librray bibliographic instruction classes are no longer relevant to Generation-D students. I will argue that IT skills are not the vital part of information literacy. Additionally, when we focus on serving the Generation-D students, we migth unintentionally ignore for the non-tradiitonal students who are in the same classroom with the Genration-D students. Librarians still play a very important part of providing information access services to students, whether they are the Generatin-D students or mature students.

DVD: Every Day

YOu cannot tell from the title (Every Day) what this movie is about. But as soon as I started watching it, I like it. It is a great stroy about real life. A middle-aged man's married life - a stressful career, an aging father-in-law, and a son who is gay. In a way, I can relate to this movie. A few years ago, I took care of my aging father while I was struggling between job and graduate school.

It is a move that you shouldn't miss.